| Abstract | Prvi edukativni roboti za djecu se pojavljuju 70-ih godina 20. stoljeća, a Seymour Papert, jedan od tvoraca programskog jezika Logo, u suradnji s LEGO grupom popularizira razvoj takvih robota s ciljem zabavnog i aktivnog učenja programiranja. Učenici se već u razrednoj nastavi susreću s programiranjem, a posebno programiranjem pomoću blokova u npr. Scratchu, pa se uvođenje edukativnih robota u nastavu pokazuje kao izvrsna prilika za ostvarivanje ciljeva nastave informatike. Edukativne robote možemo uvesti u nastavu kao objekt o kojem se uči ili objekt s kojim se uči, a spomenuti pristupi su utemeljeni na teoriji konstruktivizma i dva pristupa učenju, konstrukcionizmu i projektnom učenju. LEGO grupa, vođena spomenutim pristupima, dugi niz godina izrađuje edukativne robote pomoću kojih se mogu izvesti razne STEM aktivnosti u nastavi. Najnoviji LEGO setovi za izradu
edukativnih robota su LEGO Education SPIKE Essential i LEGO Education SPIKE Prime, a uključuju mnoštvo dijelova i senzora koji omogućavaju kreaciju različitih robota. Osim toga, za spomenute setove je izraena aplikacija kojom se programiraju roboti, a moguće je koristiti dvije vrste blokova koji su dizajnirani s obzirom na različite uzraste učenika. Osim u nastavi, učenici imaju priliku proučavati LEGO Education SPIKE robote kroz pripremanje za FIRST LEGO League natjecanje koje omogućava razvoj vještina za rješavanje problema. U ovome radu su prvo navedene mnoge prednosti i didatktička načela uvođenja edukativnih
robota u nastavu. Nakon toga, proučen je sadržaj, mogućnosti i vrste blokovskog programiranja za LEGO Education SPIKE Essential i LEGO Education SPIKE Prime setove. Na kraju, opisana je struktura i svrha održavanja FIRST LEGO League natjecanja. |
| Abstract (english) | The first educational robots for children appeared in the 70s of the 20th century, and Seymour Papert, one of the creators of the Logo programming language, in cooperation with the LEGO Group popularized the development of such robots with the aim of fun and active learning of programming. Pupils already encounter programming in the first four years of school, especially programming using blocks in, for example, Scratch, so the introduction of educational robots into classes proves to be an excellent opportunity to achieve the goals of informatics classes. Educational robots can be introduced into classes as learning objects or learning tools, and the mentioned approaches are based on the theory of constructivism and two approaches to learning, constructionism and project based learning. The LEGO group, guided by the aforementioned approaches, has for many years been making educational robots that can be used to perform various STEM activities in classes. The latest LEGO sets for creating educational robots are LEGO Education SPIKE Essential and LEGO Education SPIKE Prime, and they include many parts and sensors that enable the creation of dierent robots. In addition, an application was created for the mentioned sets, which is used to program the robots, and it is possible to use two types of blocks that are designed with regard to the dierent age of pupils. In addition to learning in class, the FIRST LEGO League competition, which allows for the development of problem-solving skills. In this paper, many advantages and didactic principles of introducing educational robots into classes are listed rst. After that, the content, possibilities and types of block
programming for LEGO Education SPIKE Essential and LEGO Education SPIKE Prime sets were studied. Finally, the structure and purpose of holding the FIRST LEGO League competition is described. |
