In a constructionist environment, robotics engagingly teaches traditional concepts, while applying them to compelling real-world problems. Educational robotics can help students develop soft skills, like teamwork, and improve the way they relate to each other. Researchers in different disciplines have devoted many efforts to exploring this dimension. One tool that may be useful for exploring the relational dimension of these activities is the sociogram. The case study reported in this paper presents findings from an experience which brought educational robotics, coding and tinkering to fourth graders in a primary school in Ancona (Italy). A questionnaire and a sociogram were administered to students, during curricular activities, before and after the project took place. The findings highlight some improvements in students’ relations, but more investigation is needed into the process of describing students’ relationships and their development in a project involving innovative methodologies and technology.
Educational Robotics and Social Relationships in the Classroom / Screpanti, L.; Cesaretti, L.; Storti, M.; Scaradozzi, D.. - 240:(2021), pp. 195-201. [10.1007/978-3-030-77040-2_26]