Araştırma Makalesi
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A Review on the Studies about the Use of Robotic Technologies in Education

Yıl 2017, Cilt: 4 Sayı: 2, 127 - 139, 12.12.2017

Öz

In consequence of the advancements in science and technology, new developments come into existence in educational technologies, too. As the advancement of robotic technologies affected all branches of science, use of robotics in the field of education has also been a research subject. Robotic kits which are among the latest trends in education have been widely-used in the application areas of the disciplines, because the researches show that students learn more permanently by doing and experiencing. There are many studies examining the effects of robotics use at all levels of education from kindergarten to undergraduate level. In this research, 45 different articles conducted internationally between the years of 2007-2017 were investigated by using content analysis method. In this context, the current trends in the studies published about the use of robotics in education are presented. When the findings of the study are investigated, it is observed that particularly the effects on problem solving and cooperation skills are examined in the studies about the use of robotics in education. As work discipline, STEM education which contains interdisciplinary skills comes to the forefront. Moreover, when the studies are evaluated by the year released, it is observed that the studies increasingly continue. It is observed that LEGO Mindstorms NXT kit is utilized as the material at most, and secondary school and primary school students are preferred as the sample group. It is expected that the findings obtained from the research will shed light on the other studies that will be conducted on the use of robotics in education with several dimensions.

Kaynakça

  • Aydın, B. ve Demirer, V. (2017). Ters yüz sınıf modeli çerçevesinde gerçekleştirilmiş çalışmalara bir bakış: İçerik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 57-82.
  • Beran T., Ramirez-Serrano A., Kuzyk R., Fior M., & Nugent S. (2011). Understanding how children understand robots: Percieved animism in child-robot interaction. International Journal of Human-Computer Studies, 69, 539–550.
  • Berland, M., & Wilensky, U. (2015). Comparing virtual and physical robotics environments for supporting complex systems and computational thinking. Journal of Science Education & Technology, 24(5), 628-647.
  • Bers, M. U. (2007). Project interactions: A multigenerational robotic learning environment. Journal of Science Education and Technology, 16(6), 537-552.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2016). Bilimsel araştırma yöntemleri. (20. Baskı.). Ankara: Pegem Yayınevi.
  • Chen, N. S., Quadir, B., & Teng, D. C. E. (2011). A novel approach of learning english with robot for elementary school students. In Edutainment (p. 309-316).
  • Demirer, V., & Erbas, C. (2016). Trends in studies on virtual learning environments in Turkey between 1996- 2014 Years: A content analysis. Turkish Online Journal of Distance Education, 4(6), 91-103.
  • Elkin, M., Sullivan, A., & Bers, M. U. (2016). Programming with the KIBO robotics kit in preschool classrooms. Computers in the Schools, 33(3), 169-186.
  • Feurzeg, W. (2006). Educational technology at BBN. IEEE Annals of the History of Computing, 28, (18-31).
  • Frankel, R. M., & Devers, K. J. (2000). Study design in qualitative research. Education for health: Change in learning and practice, 13 (2), 251-261.
  • Harel, I. E., & Papert, S. E. (1991). Constructionism. Ablex Publishing.
  • Highfield, K. (2010). Robotic toys as a catalyst for mathematical problem solving. Australian Primary Mathematics Classroom, 15(2), 22-27.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Kahn Jr, P. H., Kanda, T., Ishiguro, H., Freier, N. G., Severson, R. L., Gill, B. T., & Shen, S. (2012). “Robovie, you'll have to go into the closet now”: Children's social and moral relationships with a humanoid robot. Developmental psychology, 48(2), 303.
  • Kazez, H., Z, & Genç, Z. (2016). Research trends in Lego and robotic usage in education: A document analysis. Journal of Instructional Technologies & Teacher Education, 5(1), 19-31.
  • Koç-Şenol, A. (2012). Robotik destekli fen ve teknoloji laboratuar uygulamaları: RoboLab. Yüksek lisans tezi, Erciyes Üniversitesi, Eğitim Bilimleri Enstitüsü, Kayseri.
  • Korkmaz, O., Altun, H., Usta, E., & Özkaya, A. (2014). The effect of activities in robotic applications on students’ perception on the nature of science and students’ metaphors related to the concept of robot. International Journal on New Trends in Education and Their Implications, 5(2), 44-57.
  • Kozima, H., & Nakagawa, C. (2007, August). A robot in a playroom with preschool children: Longitudinal field practice. In Robot and Human interactive Communication, 2007. RO-MAN 2007. The 16th IEEE International Symposium on (pp. 1058-1059). IEEE.
  • Miles, M. B., Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Nishimura, K. (2006). Science crisis in the making. The Japan Times Online. http://www.icss.kier.kyoto-u.ac.jp/english/event/eindex.htm adresinden elde edildi.
  • Özdoğru, E. (2013). Fiziksel olaylar öğrenme alanı için lego program tabanlı fen ve teknoloji eğitiminin öğrencilerin akademik başarılarına, bilimsel süreç becerilerine ve fen ve teknoloji dersine yönelik tutumlarına etkisi. Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. NewYork, NY: Basic Books. Shimada, M., Kanda, T., & Koizumi, S. (2012). How can a Social Robot facilitate children’s collaboration?. Social Robotics, 98-107.
  • Strawhacker, A., & Bers, M. U. (2015). “I want my robot to look for food”: Comparing Kindergartner’s programming comprehension using tangible, graphic, and hybrid user interfaces. International Journal of Technology and Design Education, 25(3), 293-319.
  • Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(1), 3-20.
  • Sullivan, A., & Bers, M. U. (2017). Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology and Design Education, 1-22.
  • Wei, C. W., Hung, I. C., Lee, L., & Chen, N. S. (2011). A Joyful classroom learning system with robot learning companion for children to learn mathematics multiplication. The Turkish Online Journal of Educational Technology, 10(2), 11-23.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (10. Baskı). Ankara: Seçkin.

Eğitimde Robotik Kullanımı İle İlgili Yapılan Çalışmalara Sistematik Bir Bakış

Yıl 2017, Cilt: 4 Sayı: 2, 127 - 139, 12.12.2017

Öz

Bilim ve teknolojideki gelişmeler neticesinde, eğitim teknolojilerinde de yeni gelişmeler yaşanmaktadır. Robot teknolojilerinin gelişmesi tüm bilim dallarını etkilediği gibi eğitim alanında da robot kullanımı araştırma konusu olmuştur. Eğitimde yeni eğilimler arasında kendine yer bulan robotik setler, farklı disiplinlerin uygulama alanlarında çokça kullanılmaktadır. Çünkü araştırmalar, öğrencilerin yaparak yaşayarak daha kalıcı öğrenme elde ettiklerini göstermektedir. Anaokulu seviyesinden lisans seviyesine kadar tüm eğitim seviyelerinde robotik kullanımının etkilerini araştıran birçok çalışma bulunmaktadır. Bu araştırmada, uluslararası alanda 2007-2017 yıllıları arasında gerçekleştirilen 45 farklı makale içerik analizi yöntemiyle incelenmiştir. Bu bağlamda eğitimde robotik kullanımı üzerine yayımlanan araştırmalardaki güncel eğilimler elde ortaya konulmaya çalışılmıştır. Araştırmanın bulguları incelendiğinde eğitimde robotik kullanımına yönelik araştırmalarda en çok problem çözme ve işbirliği becerilerine etkinin incelendiği görülmektedir. Çalışma disiplini olarak ise disiplinler arası becerileri kapsayan STEM eğitimi öne çıkmaktadır. Ayrıca araştırmaların yayın yıllarına göre bakıldığında çalışmaların artarak devam ettiği görülmektedir. Araştırmalarda materyal olarak en çok LEGO Mindstorms NXT kitinin kullanıldığı ve örneklem grubu olarak ise ortaokul ve ilkokul öğrencilerinin daha çok seçildiği görülmektedir. Çalışmadan elde edilen bulguların, eğitimde robotik kullanımı konusunda yapılacak çalışmalara çeşitli boyutlarda ışık tutması beklenmektedir.

Kaynakça

  • Aydın, B. ve Demirer, V. (2017). Ters yüz sınıf modeli çerçevesinde gerçekleştirilmiş çalışmalara bir bakış: İçerik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 57-82.
  • Beran T., Ramirez-Serrano A., Kuzyk R., Fior M., & Nugent S. (2011). Understanding how children understand robots: Percieved animism in child-robot interaction. International Journal of Human-Computer Studies, 69, 539–550.
  • Berland, M., & Wilensky, U. (2015). Comparing virtual and physical robotics environments for supporting complex systems and computational thinking. Journal of Science Education & Technology, 24(5), 628-647.
  • Bers, M. U. (2007). Project interactions: A multigenerational robotic learning environment. Journal of Science Education and Technology, 16(6), 537-552.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2016). Bilimsel araştırma yöntemleri. (20. Baskı.). Ankara: Pegem Yayınevi.
  • Chen, N. S., Quadir, B., & Teng, D. C. E. (2011). A novel approach of learning english with robot for elementary school students. In Edutainment (p. 309-316).
  • Demirer, V., & Erbas, C. (2016). Trends in studies on virtual learning environments in Turkey between 1996- 2014 Years: A content analysis. Turkish Online Journal of Distance Education, 4(6), 91-103.
  • Elkin, M., Sullivan, A., & Bers, M. U. (2016). Programming with the KIBO robotics kit in preschool classrooms. Computers in the Schools, 33(3), 169-186.
  • Feurzeg, W. (2006). Educational technology at BBN. IEEE Annals of the History of Computing, 28, (18-31).
  • Frankel, R. M., & Devers, K. J. (2000). Study design in qualitative research. Education for health: Change in learning and practice, 13 (2), 251-261.
  • Harel, I. E., & Papert, S. E. (1991). Constructionism. Ablex Publishing.
  • Highfield, K. (2010). Robotic toys as a catalyst for mathematical problem solving. Australian Primary Mathematics Classroom, 15(2), 22-27.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Kahn Jr, P. H., Kanda, T., Ishiguro, H., Freier, N. G., Severson, R. L., Gill, B. T., & Shen, S. (2012). “Robovie, you'll have to go into the closet now”: Children's social and moral relationships with a humanoid robot. Developmental psychology, 48(2), 303.
  • Kazez, H., Z, & Genç, Z. (2016). Research trends in Lego and robotic usage in education: A document analysis. Journal of Instructional Technologies & Teacher Education, 5(1), 19-31.
  • Koç-Şenol, A. (2012). Robotik destekli fen ve teknoloji laboratuar uygulamaları: RoboLab. Yüksek lisans tezi, Erciyes Üniversitesi, Eğitim Bilimleri Enstitüsü, Kayseri.
  • Korkmaz, O., Altun, H., Usta, E., & Özkaya, A. (2014). The effect of activities in robotic applications on students’ perception on the nature of science and students’ metaphors related to the concept of robot. International Journal on New Trends in Education and Their Implications, 5(2), 44-57.
  • Kozima, H., & Nakagawa, C. (2007, August). A robot in a playroom with preschool children: Longitudinal field practice. In Robot and Human interactive Communication, 2007. RO-MAN 2007. The 16th IEEE International Symposium on (pp. 1058-1059). IEEE.
  • Miles, M. B., Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Nishimura, K. (2006). Science crisis in the making. The Japan Times Online. http://www.icss.kier.kyoto-u.ac.jp/english/event/eindex.htm adresinden elde edildi.
  • Özdoğru, E. (2013). Fiziksel olaylar öğrenme alanı için lego program tabanlı fen ve teknoloji eğitiminin öğrencilerin akademik başarılarına, bilimsel süreç becerilerine ve fen ve teknoloji dersine yönelik tutumlarına etkisi. Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. NewYork, NY: Basic Books. Shimada, M., Kanda, T., & Koizumi, S. (2012). How can a Social Robot facilitate children’s collaboration?. Social Robotics, 98-107.
  • Strawhacker, A., & Bers, M. U. (2015). “I want my robot to look for food”: Comparing Kindergartner’s programming comprehension using tangible, graphic, and hybrid user interfaces. International Journal of Technology and Design Education, 25(3), 293-319.
  • Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(1), 3-20.
  • Sullivan, A., & Bers, M. U. (2017). Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology and Design Education, 1-22.
  • Wei, C. W., Hung, I. C., Lee, L., & Chen, N. S. (2011). A Joyful classroom learning system with robot learning companion for children to learn mathematics multiplication. The Turkish Online Journal of Educational Technology, 10(2), 11-23.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (10. Baskı). Ankara: Seçkin.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Vehbi Yolcu

Veysel Demirer

Yayımlanma Tarihi 12 Aralık 2017
Kabul Tarihi 4 Aralık 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 4 Sayı: 2

Kaynak Göster

APA Yolcu, V., & Demirer, V. (2017). Eğitimde Robotik Kullanımı İle İlgili Yapılan Çalışmalara Sistematik Bir Bakış. SDU International Journal of Educational Studies, 4(2), 127-139. https://doi.org/10.33710/sduijes.340897
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ISSN:2148-9068