Robótica educativa como estrategia didáctica para la enseñanza de lógico matemáticas en educación inicial de la Escuela Félix Vega Dávila

Abstract

In the present research project, it was applied to 9 students of initial education and the teacher in charge of the level of the SCHOOL "FÉLIX VEGA DÁVILA" Located in the Parish of Santa Rosa Canton Santa Rosa, province of El Oro, the same ones that present difficulties when learning the natural numbers. The objective of the present work is to implement Educational Robotics in the classroom as a didactic strategy for the teaching of the contents focused on the evaluation criteria of Logical Mathematics Relationship in students from 4 to 5 years old. To meet this objective, activities were planned using the interactive educational Robot as a didactic strategy, which allows the development of critical thinking skills, the skills of the students. On the other hand, for the development of the prototype of the educational robot, the Addie methodology was used, which entails the Design, Development, Implementation and Evaluation Analysis, because it helps to organize and optimize the elaboration of the content of a classroom, in the construction The prototype technique used the Arduino IDE because it is an easy-to-use environment, as well as the Blender software in which the design of the educational robot was developed. The presence of TIC in education allows to innovate the teaching-learning process using different tools, among them Educational Robotics stands out, which when incorporated inthe Early Childhood classroom allowed a different learning environment, stimulating interest, participation, motivation and problem solving. When developing Project-Based Activities (ABP), the fundamentals of early childhood education and educational robotics as an extracurricular activity must be taken into account. Educational robotics in education forms an innovative element with the inclusion of technological elements and breaks the digital divide. The development of these aspects is relevant for the students, although it is necessary to know the characteristics of the students and adapt the learning of robotics to their abilities, skills, interests and aptitudes. Students need innovative, competent and motivated teachers to face the different changes that exist today, which is technology, therefore, educational centers are experiencing the new social realities that are changing over time, which is why the role of the 21st century teacher must be creative, flexible, a mediator guide, adapting new ways of creating a learning environment such as: developing, incorporating and using technology as a technological resource to contribute to the Teaching-Learning Process. The results obtained in the survey applying the teacher and students in the two experiences, points to a satisfactory intervention, since the Educational Robot made the children enjoy and learn the natural numbers in a fun way through the game, also provided a different learning environment where cognitive, communicative, expressive, and decisive skills were developed. In conclusion, the proposal of an educational robot is to involve students in recreational activities in order to develop benefits in their teaching-learning process, such as: acquisition of knowledge, experimentation, interaction, etc.