Abstract
Robotics plays a key role in today’s digital systems. It influences every aspect of human life: daily work, home, industry, transport, aviation, etc. Thus, it is important to raise motivated and gifted generation of young programmers with abilities to create bridges between physical and digital worlds under robotics. Traditional learning in programming of robots cannot meet the needs of students with different capabilities as well as challenges raised by the industry. Inquiry-based learning gives a possibility to pose questions, challenges, and problems for students themselves, thus providing self-realization and self-awareness towards building and improving their abilities. Moreover, the methodology of inquiry-based learning gives well-structured active student-oriented inclusive education in programming of robots. This chapter presents state-of-the-art in programming of robots using inquiry-based learning under inclusive education umbrella. Additionally, the study provides with the application of inquiry-based teaching approaches for the first cycle students with focus on gifted students, their experience of learning; feedback is described in particular sections of this chapter. The evaluation of changes in the abilities of students, who learned programming of robots, which in the long-term period serves as numerical results, is presented in this chapter as well.
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Acknowledgments
The application of new learning methodologies and sharing of teaching experience during the lectures in Kaunas University of Technology, Lithuania has been supported during the process of academic mobility between teachers from Lithuania and Latvia, which was funded by Nordplus Higher Education funds (Nordic Council of Ministers) in the project NPHE-2021/10241 “Advanced Approach for Computer Control of Electrical Technologies”.
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Bruzgiene, R., Narbutaite, L., Adomkus, T., Pauliute, J., Kunicina, N. (2022). Inquiry-Based Learning Focused on Inclusive Education in Programming of Robots: Challenges, Experience, and Feedback of First Cycle Students. In: Daniela, L. (eds) Inclusive Digital Education. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-031-14775-3_5
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