Instituto Especialidades Pedagógicas, Universidad Austral de Chile, Puerto Montt 5480000, Chile.
Departamento de Ciencias de la Ingeniería, Universidad de Los Lagos, Puerto Montt 5480000, Chile.
Sensors (Basel). 2022 Dec 30;23(1):387. doi: 10.3390/s23010387.
We report a novel proposal for reducing the digital divide in rural multigrade schools, incorporating knowledge of robotics with a STEM approach to simultaneously promote curricular learning in mathematics and science in several school grades. We used an exploratory qualitative methodology to implement the proposal with 12 multigrade rural students. We explored the contribution of the approaches to the promotion of curricular learning in mathematics and science and the perceptions of using robotics to learn mathematics and science. As data collection techniques, we conducted focus groups and semi-structured interviews with the participants and analyzed their responses thematically. We concluded that the proposal could contribute to meeting the challenges of multigrade teaching. Our findings suggest that the proposal would simultaneously promote the development of curricular learning in mathematics and science in several school grades, offering an alternative for addressing various topics with different degrees of depth.
我们提出了一个新的方案，旨在缩小农村复式教学学校中的数字鸿沟，将机器人技术知识与 STEM 方法相结合，同时促进多个年级的数学和科学课程学习。我们使用探索性定性方法，与 12 名农村复式学生一起实施该方案。我们探讨了这些方法对促进数学和科学课程学习的贡献，以及使用机器人学习数学和科学的看法。作为数据收集技术，我们对参与者进行了焦点小组讨论和半结构化访谈，并对他们的回答进行了主题分析。我们的结论是，该方案有助于应对复式教学的挑战。我们的研究结果表明，该方案将同时促进多个年级的数学和科学课程学习的发展，为解决不同深度的各种主题提供了一种替代方法。
