Before using real educational robots, the Scratch environment offers advantages as an evolution of LOGO. While promoting, like LOGO, basic hypothetical thinking, its design moves around a more advanced interactive language and may allow, on the one hand, the simulation of “physical” environments and, on the other hand, the enrichment of its “sprites” with simulated sensors, i.e. it permits to work on an advanced level of the hypothetical-deductive thinking. The paper shows how deep a robotic experience can be using the Scratch environment. After some motivating remarks, the paper presents a sequence of demonstrative examples exploiting most of the Scratch commands able to promote such an experience. To support the successive the next step towards an experience with a real robot in a real environment, an activity with an Arduino board is suggested in the conclusions. Figure 1 shows one of the examples we have developed to show how deep can be the robotic experience with Scratch. After this preliminary step, in the future we would provide and possibly experiment a complete proposal of a robotic curriculum using Scratch and its extensions in preparation of a laboratory with physical wheeled robots and humanoids.

How to enhance the robotic experience with Scratch

MORO, MICHELE;
2012

Abstract

Before using real educational robots, the Scratch environment offers advantages as an evolution of LOGO. While promoting, like LOGO, basic hypothetical thinking, its design moves around a more advanced interactive language and may allow, on the one hand, the simulation of “physical” environments and, on the other hand, the enrichment of its “sprites” with simulated sensors, i.e. it permits to work on an advanced level of the hypothetical-deductive thinking. The paper shows how deep a robotic experience can be using the Scratch environment. After some motivating remarks, the paper presents a sequence of demonstrative examples exploiting most of the Scratch commands able to promote such an experience. To support the successive the next step towards an experience with a real robot in a real environment, an activity with an Arduino board is suggested in the conclusions. Figure 1 shows one of the examples we have developed to show how deep can be the robotic experience with Scratch. After this preliminary step, in the future we would provide and possibly experiment a complete proposal of a robotic curriculum using Scratch and its extensions in preparation of a laboratory with physical wheeled robots and humanoids.
2012
Conference Proceedings of Constructionism 2012 - Theory, Practice and Impact
Constructionism 2012 - Theory, Practice and Impact
9789608829831
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/2525915
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