With the development of educational robotics, teachers of secondary and high school frequently request clear indications on which type of robot is most effective for strengthening students’ mental schemes on the robot. This paper investigates whether using crafts and recycled materials or structured materials to build robots is more effective in terms of pupils’ cognition in educational robotics. Some scholarship argues that using crafts and recycled materials to build a robot from scratch is more effective than using structured materials. The design of the educational research applied here, and in which we tested this hypothesis, included two different robotics activities, carried out in Italy with two classes of secondary school. In the first, we asked the students to build a robot from scratch using crafts and recycled materials, while in the other we asked the students to build a robot from structured materials. These two activities were preceded and followed by the completion, by students, of the same questionnaire about knowledge of mechanics, manual skills, conceptualization of robots, and beliefs about the robotization of everyday life machines, which were the learning outcomes identified in this study according to the concept of constructive alignment and outcome-based education. Results show that building a robot from scratch increases pupils’ knowledge and manual skills, while building a robot with structured materials increases their awareness of the robotization of machines. Thus, current scholarship’s approach is only partially confirmed. To conclude, although pupils’ appreciation involves equally both these robotics activities, each of these outlines a specific educational outcome.

随着教育机器人技术的发展，中学和高中教师经常要求清楚地表明哪种类型的机器人最有效地增强学生对机器人的思维方式。本文研究在学生对教育机器人技术的认知方面，使用手工艺品和再生材料或结构化材料制造机器人是否更有效。一些学者认为，使用手工艺品和可回收材料从头开始构建机器人比使用结构化材料更有效。在此应用的教育研究设计（我们在其中检验了这一假设）包括两个不同的机器人活动，这些活动在意大利的两个中学阶段进行。首先，我们要求学生使用工艺品和可回收材料从头开始构建机器人，在另一个课程中，我们要求学生用结构化材料建造一个机器人。在这两项活动之前和之后，学生们完成了有关机械知识，手动技能，机器人概念化以及对日常生活机器机器人化信念的问卷调查，这是本研究确定的学习成果。建设性的一致性和基于结果的教育的概念。结果表明，从头开始构建机器人可以提高学生的知识和手工技能，而使用结构化材料构建机器人则可以提高他们对机器自动化的认识。因此，目前奖学金的方法仅得到部分确认。总而言之，尽管学生的赞赏同时涉及到这两种机器人活动，