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Educational Robotics Application in Primary and Secondary Education: A Challenge for the Greek Teachers Society

Sevasti Karypi


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        <foaf:name>Sevasti Karypi</foaf:name>
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    <dct:title>Educational Robotics Application in Primary and Secondary Education: A Challenge for the Greek Teachers Society</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#gYear">2018</dct:issued>
    <dcat:keyword>Educational Robotics,</dcat:keyword>
    <dcat:keyword>schools</dcat:keyword>
    <dcat:keyword>teachers</dcat:keyword>
    <dcat:keyword>ER integration</dcat:keyword>
    <dcat:keyword>Greek schools</dcat:keyword>
    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#date">2018-04-27</dct:issued>
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    <dct:description>&lt;p&gt;&lt;em&gt;This paper presents the results of a postgraduate study that was designed to investigate the attitudes and views of Greek teachers in primary and secondary education on the application of Educational Robotics (ER), towards the goal of drawing useful insights on how it can be further integrated in Greek schools. A total of 70 teachers participated in this study, currently working for primary and secondary schools in Greece and being involved in ER projects and ER-related activities. According to the research findings, ER has significant benefits for students and educators, as it fosters positive attitudes towards STEM education, encourages independent and active learning, facilitates teaching, and provides opportunities for the development of cognitive, social and communication skills. However, factors such as the lack of funding and physical infrastructure, the inadequate training of teachers and curriculum scheduling inflexibility, hinder its application. Thus, several structural and procedural actions should be taken in order to further integrate ER in Greek schools.&lt;/em&gt;&lt;/p&gt;</dct:description>
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