Experience of Robotic Teaching for Malaysian Gifted Enrichment Program at PERMATA pintar
Experience of Robotic Teaching for Malaysian Gifted Enrichment Program at PERMATA pintar ~ In modern technology advances especially in the crucial fields such as computer and automation, there is a continuous demand for highly motivated and skilled engineers. In order to meet this demand, technology curriculum is needed at the school level to give students insight into engineering fields and attract students to mathematics, science and technology studies instead of the traditional way of classroom which can be dull and less appealing to students. Educationist proposed that the technology curriculum at the school level should discard the confined professional bias and provide an insight into engineering science which is opposed to the traditional vocational education approach . Therefore, new approaches to design an appropriate modern strategy for implementing high quality of technology program at school level are needed. In the effort of stimulating especially young generations at early childhood ages from primary school students to get involved with engineering, science and technology, robotics in which today have being a multifaceted representation of modern science and technology seem to be a topic that will attracts the interest of young children.
Traditionally, robots have been programmed by high complexity or even a low level computer languages, which would tend to mitigate against their use within education. An interesting approach to address this has been taken by an international group of researchers who work in evolutionary robotic design. They have successfully demonstrated the use of evolutionary robotic approaches that can enable children to design for themselves a range of simple robotic behavior such as collision avoidance, line or wall following. Seymour Papert, supports an approach of learning in the classroom which he calls ‘constructionism’, opposed to the traditional style of ‘instructionism’. He means that children will do best by finding or ‘fishing’ for knowledge by themselves. Improvisational, self-directed, ‘playful’ activities should simulate the more ‘natural’ way in which children seem to learn outside the classroom. Instead of a one-way and top-down transmission of knowledge from teacher to child, an appropriate learning environments could be used as ‘personal media’ to develop a different relationship that is knowledge in a new style of learning, which can account for personal variation in learning styles.
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