ROSIE: Robot-Supported Inclusive Education - A Play-Based Approach to STEM Education and Inclusion in Early Childhood Transitions

Lykke Brogaard Bertel; Susanne Dau; Eva Brooks

ROSIE: Robot-Supported Inclusive Education - A Play-Based Approach to STEM Education and Inclusion in Early Childhood Transitions

Lykke Brogaard Bertel, Susanne Dau, Eva Brooks

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Abstract

The presence of educational robots in preschool and early primary school settings is getting stronger and has shown to have powerful playful qualities and to support interest in STEM. The question is whether it is possible to make use of these advantages and apply a play-based approach to Robot-Supported Collaborative Learning (RSCL) to facilitate inclusion and improve the challenging educational transfers in children’s early life (5-8 years of age). Based on research in inclusive education, playful learning and educational robotics as well as an empirical pilot study on the educational robot KUBO in Denmark, this paper proposes a design-based research approach to the development of situated and practice-based RObot-Supported Incluve Education (ROSIE) specifically aimed at the transition between preschool and primary school. The aim is to support and empower children’s essential life skills including imagination, collaboration and communication skills and to provide pathways capable of including and detecting a diversity of children’s needs, skills and interests in STEM early and in a more advanced way than currently offered by traditional usage of educational technology.

Original language	English
Title of host publication	Electronic Proceedings of the ESERA 2019 Conference : The beauty and pleasure of understanding: engaging with contemporary challenges through science education
Editors	Olivia Levrini, Giulia Tasquier
Publisher	Alma Mater
Publication date	2020
Pages	1810-1817
Article number	225
Chapter	15
ISBN (Electronic)	978-88-945874-0-1
Publication status	Published - 2020
Event	The 13th Conference of the European Science Education Research Association (ESERA): The beauty and pleasure of understanding: engaging with contemporary challenges through science education - University of Bologna, Bologna, Italy Duration: 26 Aug 2019 → 30 Aug 2019 Conference number: 13 https://www.esera2019.org/

Conference

Conference	The 13th Conference of the European Science Education Research Association (ESERA)
Number	13
Location	University of Bologna
Country/Territory	Italy
City	Bologna
Period	26/08/2019 → 30/08/2019
Internet address	https://www.esera2019.org/

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Bertel, L. B., Dau, S., & Brooks, E. (2020). ROSIE: Robot-Supported Inclusive Education - A Play-Based Approach to STEM Education and Inclusion in Early Childhood Transitions. In O. Levrini, & G. Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure of understanding: engaging with contemporary challenges through science education (pp. 1810-1817). Article 225 Alma Mater. https://www.dropbox.com/s/0kl4vmx3arf5eft/ESERA2019_ok.pdf?dl=0

Bertel, Lykke Brogaard ; Dau, Susanne ; Brooks, Eva. / ROSIE : Robot-Supported Inclusive Education - A Play-Based Approach to STEM Education and Inclusion in Early Childhood Transitions. Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure of understanding: engaging with contemporary challenges through science education. editor / Olivia Levrini ; Giulia Tasquier. Alma Mater, 2020. pp. 1810-1817

@inproceedings{2415b8dcbe3e4b409e60064408dffa8b,

title = "ROSIE: Robot-Supported Inclusive Education - A Play-Based Approach to STEM Education and Inclusion in Early Childhood Transitions",

abstract = "The presence of educational robots in preschool and early primary school settings is getting stronger and has shown to have powerful playful qualities and to support interest in STEM. The question is whether it is possible to make use of these advantages and apply a play-based approach to Robot-Supported Collaborative Learning (RSCL) to facilitate inclusion and improve the challenging educational transfers in children{\textquoteright}s early life (5-8 years of age). Based on research in inclusive education, playful learning and educational robotics as well as an empirical pilot study on the educational robot KUBO in Denmark, this paper proposes a design-based research approach to the development of situated and practice-based RObot-Supported Incluve Education (ROSIE) specifically aimed at the transition between preschool and primary school. The aim is to support and empower children{\textquoteright}s essential life skills including imagination, collaboration and communication skills and to provide pathways capable of including and detecting a diversity of children{\textquoteright}s needs, skills and interests in STEM early and in a more advanced way than currently offered by traditional usage of educational technology.",

author = "Bertel, {Lykke Brogaard} and Susanne Dau and Eva Brooks",

year = "2020",

language = "English",

pages = "1810--1817",

editor = "Olivia Levrini and Giulia Tasquier",

booktitle = "Electronic Proceedings of the ESERA 2019 Conference",

publisher = "Alma Mater",

note = "The 13th Conference of the European Science Education Research Association (ESERA) ; Conference date: 26-08-2019 Through 30-08-2019",

url = "https://www.esera2019.org/",

}

Bertel, LB, Dau, S & Brooks, E 2020, ROSIE: Robot-Supported Inclusive Education - A Play-Based Approach to STEM Education and Inclusion in Early Childhood Transitions. in O Levrini & G Tasquier (eds), Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure of understanding: engaging with contemporary challenges through science education., 225, Alma Mater, pp. 1810-1817, The 13th Conference of the European Science Education Research Association (ESERA), Bologna, Italy, 26/08/2019. <https://www.dropbox.com/s/0kl4vmx3arf5eft/ESERA2019_ok.pdf?dl=0>

ROSIE: Robot-Supported Inclusive Education - A Play-Based Approach to STEM Education and Inclusion in Early Childhood Transitions. / Bertel, Lykke Brogaard; Dau, Susanne; Brooks, Eva.
Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure of understanding: engaging with contemporary challenges through science education. ed. / Olivia Levrini; Giulia Tasquier. Alma Mater, 2020. p. 1810-1817 225.

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

TY - GEN

T1 - ROSIE

T2 - The 13th Conference of the European Science Education Research Association (ESERA)

AU - Bertel, Lykke Brogaard

AU - Dau, Susanne

AU - Brooks, Eva

N1 - Conference code: 13

PY - 2020

Y1 - 2020

N2 - The presence of educational robots in preschool and early primary school settings is getting stronger and has shown to have powerful playful qualities and to support interest in STEM. The question is whether it is possible to make use of these advantages and apply a play-based approach to Robot-Supported Collaborative Learning (RSCL) to facilitate inclusion and improve the challenging educational transfers in children’s early life (5-8 years of age). Based on research in inclusive education, playful learning and educational robotics as well as an empirical pilot study on the educational robot KUBO in Denmark, this paper proposes a design-based research approach to the development of situated and practice-based RObot-Supported Incluve Education (ROSIE) specifically aimed at the transition between preschool and primary school. The aim is to support and empower children’s essential life skills including imagination, collaboration and communication skills and to provide pathways capable of including and detecting a diversity of children’s needs, skills and interests in STEM early and in a more advanced way than currently offered by traditional usage of educational technology.

AB - The presence of educational robots in preschool and early primary school settings is getting stronger and has shown to have powerful playful qualities and to support interest in STEM. The question is whether it is possible to make use of these advantages and apply a play-based approach to Robot-Supported Collaborative Learning (RSCL) to facilitate inclusion and improve the challenging educational transfers in children’s early life (5-8 years of age). Based on research in inclusive education, playful learning and educational robotics as well as an empirical pilot study on the educational robot KUBO in Denmark, this paper proposes a design-based research approach to the development of situated and practice-based RObot-Supported Incluve Education (ROSIE) specifically aimed at the transition between preschool and primary school. The aim is to support and empower children’s essential life skills including imagination, collaboration and communication skills and to provide pathways capable of including and detecting a diversity of children’s needs, skills and interests in STEM early and in a more advanced way than currently offered by traditional usage of educational technology.

M3 - Article in proceeding

SP - 1810

EP - 1817

BT - Electronic Proceedings of the ESERA 2019 Conference

A2 - Levrini, Olivia

A2 - Tasquier, Giulia

PB - Alma Mater

Y2 - 26 August 2019 through 30 August 2019

ER -

Bertel LB, Dau S, Brooks E. ROSIE: Robot-Supported Inclusive Education - A Play-Based Approach to STEM Education and Inclusion in Early Childhood Transitions. In Levrini O, Tasquier G, editors, Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure of understanding: engaging with contemporary challenges through science education. Alma Mater. 2020. p. 1810-1817. 225

ROSIE: Robot-Supported Inclusive Education - A Play-Based Approach to STEM Education and Inclusion in Early Childhood Transitions

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