We are using the STEAM method
In the Robokids courses we convey the practical understanding of natural sciences (S), technology (T), engineering (E), arts (A) and mathematics (M) – STEAM as an integrated, experience-oriented, practical and hands-on lesson.
We are firmly convinced that nobody really understands the principles and interrelationships of our world through frontal teaching on paper, nor does frontal teaching teach any form of creativity. Our schools are caught up in the methods of the 19th century because there are neither enough teachers per student, nor is enough individuality and individual learning allowed through joy and exploration. We want to make learning experience-oriented, in which knowledge can be experienced by the students themselves and challenges are tackled hands-on on the object of study. We want to use creativity and joy so that children can independently build and develop small and large robots themselves and use the robots to experience the relationships between mathematics, physics, and engineering in an intuitive and playful way. The abstract principles then follow later, while concrete experience matters first. The neurosciences have convincingly shown that we learn primarily through joy, experiences, and self-gained knowledge in which all the senses are used, i.e. we need our hands, we have to see the result physically, and combine this with our cognitive abilities.
Why is the combination of disciplines and interdisciplinary teaching so important?
Why robotics is perfect for the STEAM principles
The construction and development of small robots allows many disciplines to be easily combined. A robot needs motors to move, sensors to perceive the environment, logic and rules to solve tasks in the form of programs, and communication with a computer or tablet. The robot has to be built by the children and later developed their own models by themselves. For this, the children have to write simple programs in a graphical way and then experience the results. The robot can playfully experience the physical relationships between mechanics and kinetics and understand them in connection with mathematics. The focus is always on independent exploration, learning the connections and applying what has been learned to solve tasks and problems. We want to teach children to find their way in our increasingly complex world and to develop their own strategies for learning and problem-solving. The lessons are not geared towards the pure learning of STEM (Science-Technology-Engineering-Mathematics), otherwise creativity, design, and teamwork will be neglected. The aspect of art i.e., practicing and promoting creativity, communicating in several languages, and solving a problem as a group, plays the same role as learning the hard and fact-oriented disciplines of the STEM.
What do we want to achieve?
Teaching according to the STEAM principles aims that our children become creative, self-confident, and team-minded Problem-Solvers and Explorers. We want to encourage the joy of independent learning and independent application of knowledge. Learning and knowledge gains should be as rewarding as a Christmas present.
We want to support children by helping them to transfer the theoretical and abstract knowledge acquired in school to concrete and hands-on experiences and understanding. This would enable the children to make sense of our complex, unstructured, and dynamic real world in front of their eyes.
The result should be able, bright, and social-minded individuals who will become the innovators, teachers, scientists, and leaders of the 21st century.
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