The partnership with the University of Milan Bicocca provides, within the framework of a five-year framework agreement, a research project for the next three years based on the assumption that the structure of educational robotics activities that teachers and educators propose to students, as well as the methods of conducting that they adopt during the laboratories themselves, depend substantially on the meaning that teachers and educators give to certain key concepts of robotic programming, including those of “robot” and “program”. The analysis of these meanings can therefore contribute to the understanding of the strategies that, consciously or unconsciously, teachers and educators follow in their design and management work. The analysis of these strategies is of course essential for questioning about their justification, or to ask themselves how effective they are in relation to the teaching objectives set. Understand the implicit assumptions and background theories about some key concepts of robotics, including those of “robot” and “program” that guide teachers and educators \/ educators in the design, conduct and evaluation of educational robotics laboratories. Understanding the relationship between these assumptions and implicit background theories and the choices of designing and conducting the teachers \/ educators \/ educators involved.<\/p>\n","protected":false},"excerpt":{"rendered":"
The partnership with the University of Milan Bicocca provides, within the framework of a five-year framework agreement, a research project […]<\/p>\n","protected":false},"author":70,"featured_media":902,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[15],"tags":[],"class_list":["post-479","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-partner"],"yoast_head":"\n