Scratch as Driver to Foster Interests for STEM and Educational Robotics

• Pedro Plaza ^[1] ; Elio Sancristóbal ^[1] ; German Carro ^[1] ; Manuel Blázquez-Merino ^[1] ; Félix García-Loro ^[1] ; Mónica Muñoz ^[2] ; María José Albert Gómez ^[1] ; Belén Moriñigo ^[1] ; Manuel Castro ^[1]
  1. [1] Departamento de Ingeniería Eléctrica, Electrónica, Control, Telemática y Química Aplicada a la Ingeniería (DIEECTQAI), Spanish University for Distance Education (UNED), Madrid, Spain
  2. [2] CAF Signalling, Alcobendas, Spain
• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 14, Nº. 4, 2019, págs. 117-126
• Idioma: inglés
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• Dialnet Métricas: 4 Citas
• Resumen

  • Today, there are a multitude of initiatives that favor the learning of Science, Technology, Engineering, and Mathematics (STEM) and educational robotics (ER). Thanks to the available means, it is very easy to access a wide variety of tools based on programmable hardware. Although there are many options, most of them either require a high economic investment or require a great deal of time for the development of educational activities. Through the results shown in this paper, the great potential of Scratch as a solution for students who are just starting out in the knowledge related to STEM and ER is shown. To show the usefulness of Scratch a course has been designed, which dedicates three modules to the use of Scratch. The three modules have different levels of difficulty for the students, a basic level of difficulty, another intermediate level of difficulty and a last module with an advanced degree of difficulty.