This study investigates what pupils aged 10-12 can learn from working with robots, assuming that understanding robotics is a sign of technological literacy. We conducted cognitive and conceptual analysis to develop a frame of reference for determining pupils' understanding of robotics. Four perspectives were distinguished with increasing sophistication; psychological, technological, function, and controlled system. Using Lego Mindstorms NXT robots, as an example of a Direct Manipulation Environment, we developed and conducted a lesson plan to investigate pupils' reasoning patterns. There is ample evidence that pupils have little difficulty in understanding that robots are man-made technological and functional artifacts. Pupils' understanding of the controlled system concept, more specifically the complex sense-reason-act loop that is characteristic of robotics, can be fostered by means of problem solving tasks. The results are discussed with respect to pupils' developing technological literacy and the possibilities for teaching and learning in primary education.
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This literature review reports on the assumed relations between primary school teachers' knowledge of technology and pupils' attitude towards technology. In order to find relevant aspects of technology-specific teacher knowledge, scientific literature in the field of primary technology education was searched. It is found that teacher nowledge is essential for stimulating a positive attitude towards technology in pupils. Particularly, teachers' enhanced Pedagogical Content Knowledge is found to be related to pupils' increased learning and interest in technology. Six aspects of technology-specific teacher knowledge that are likely to play a role in affecting pupils' attitude are identified and schematically presented in a hypothetical diagram. It is concluded that more empirical vidence on the influence of technology-specific teacher knowledge on pupils' attitude is needed. The hypothetical diagram will serve as a helpful tool to investigate the assumed relations between teacher knowledge and pupils' attitude empirically.
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Conference poster Digitally controlled systems, such as elevators, washing machines, and traffic lights, are ubiquitous in children's present-day world. However, in current educational practice, such systems are hardly being addressed, and little is known about children's initial understandings about such systems in concrete situations. Therefore, we explored grade 3 and grade 6 pupils' understandings of digital control systems in the contexts of a car park, an elevator, and an autonomous robot. We interviewed 48 pupils to explore their initial understanding of the system at hand from the perspectives of the user, the computer, and the programmer perspective. The interviews were analyzed through a directed content analysis. Results from three perspectives and three contexts are described.
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Main goal of the Sport Physical Education And Coaching in Health (SPEACH) Project is to increase awareness and behavioural change in sport professionals and European citizens towards an active and healthy lifestyle.Sedentariness and physical inactivity are a cross-national problem. Therefore, the Project builds upon a strong collaborative-partnership to contribute in solving this problem on the European level and to increase sport and physical activity participation. To achieve this, the project will develop HEPA related educational modules, which will be included into existing education structures in the areas of sport coaching and physical education (PE), in order to stimulate pupils, young athletes and adults towards an active and healthy lifestyle.An innovative aspect of the project is the diversity of partners involved. The consortium consists of ten organizations and actors from seven EU countries in the field of sport, PE and health. The partners involved are national and international sports committees, sport federations and higher educational institutes in the field of sport, PE teacher education and health. Finally, the project is strongly supported by the European Network of Sport Science, Education & Employment (ENSSEE).
