With advances in science and technology, several innovative researches have been developed trying to figure out the main problems related to children’s learning. It is known that issues such as frustration and inattention, between others, affect student learning. In this fashion, robotics is an important resource that can be used towards helping to solve these issues, empowering our students in order to push their learning up. In this case, robotic tools are generally used considering two different paradigms: as the main focus and as a secondary focus. Actually, these paradigms define the way that Educational Robotics is implemented in schools. Most of the approaches have implemented it as the main focus, which is teaching Robotics. Nevertheless, there are quite a few works that implement robotics as a secondary focus, which is currently assisting the learning process in several disciplines. The main contribution of this work is a complete three steps methodology for Robotics in Education to guide projects in order to either use it alone or to teach robotics with others topics. Our experiments show the importance of devising a study plan and evaluation method because the process is iterative and could improve the final results. As a novelty, here we have joined and extended our previous works by proposing a new set of methods with guidelines and strategies for applying the educational robotics standard curriculum for kids, named EDUROSC-Kids. We propose several tools that have been developed to organize the learning topics of Robotics for children, including the desired outcomes during the learning process. As said our current approach is divided in three steps (or phases): setting up the environment, defining the project, and performing evaluation. The proposed curriculum organizes robotics contents into five disciplines: Robotics and Society, Mechanics, Electronics, Programming, and Control Theory. Also, it considers a set of topics for each discipline and defines the level of knowledge that is recommended to achieve each group of children based on Bloom’s Nomenclature. The contribution on this paper is a crucial step towards linking the general learning process with Educational Robotics approaches. Our methodology is validated by presenting practical experiences with application of EDUROSC-kids and the proposed method with a rubric guidelines into groups of children.

随着科学技术的进步，已经进行了一些创新的研究，试图找出与儿童学习有关的主要问题。众所周知，诸如沮丧和注意力不集中之类的问题会影响学生的学习。以这种方式，机器人技术是一种重要资源，可用于帮助解决这些问题，使我们的学生有能力提高自己的学习水平。在这种情况下，通常使用机器人工具来考虑两个不同的范例：作为主要焦点和次要焦点。实际上，这些范例定义了在学校中实施教育机器人技术的方式。大多数方法已将其实现为主要重点，即教授机器人技术。尽管如此，仍有很多作品将机器人技术作为次要重点，目前正在协助多个学科的学习过程。这项工作的主要贡献是一个完整的三步法教学机器人技术，可以指导项目以便单独使用它或与其他主题一起教授机器人技术。我们的实验表明设计学习计划和评估方法的重要性，因为该过程是反复进行的，并且可以改善最终结果。作为一种新颖性，我们在这里加入并扩展了以前的工作，提出了一套新的方法，指导方针和策略，以应用名为EDUROSC-Kids的儿童教育机器人标准课程。我们提出了一些已开发的工具，用于组织儿童机器人技术的学习主题，包括学习过程中的预期结果。如上所述，我们当前的方法分为三个步骤（或阶段）：设置环境，定义项目和执行评估。拟议的课程将机器人技术的内容分为五个学科：机器人与社会，力学，电子，程序设计和控制理论。此外，它针对每个学科考虑了一组主题，并根据Bloom的命名法定义了为达到每组儿童而推荐的知识水平。本文的贡献是将一般学习过程与教育机器人方法联系起来的关键一步。我们的方法通过将EDUROSC-kids的应用实践经验和拟议的方法与具体的指导原则一起应用于儿童群体进行了验证。并进行评估。拟议的课程将机器人技术的内容分为五个学科：机器人与社会，力学，电子，程序设计和控制理论。此外，它针对每个学科考虑了一组主题，并根据Bloom的命名法定义了为达到每组儿童而推荐的知识水平。本文的贡献是将一般学习过程与教育机器人方法联系起来的关键一步。我们的方法通过将EDUROSC-kids的应用实践经验和拟议的方法与具体的指导原则一起应用于儿童群体进行了验证。并进行评估。拟议的课程将机器人技术的内容分为五个学科：机器人与社会，力学，电子，程序设计和控制理论。此外，它针对每个学科考虑了一组主题，并根据Bloom的命名法定义了为达到每组儿童而推荐的知识水平。本文的贡献是将一般学习过程与教育机器人方法联系起来的关键一步。我们的方法通过将EDUROSC-kids的应用实践经验和拟议的方法与具体的指导原则一起应用于儿童群体进行了验证。它为每个学科考虑了一组主题，并根据Bloom的命名法定义了为达到每组儿童而推荐的知识水平。本文的贡献是将一般学习过程与教育机器人方法联系起来的关键一步。我们的方法通过将EDUROSC-kids的应用实践经验和拟议的方法与具体的指导原则一起应用于儿童群体进行了验证。它为每个学科考虑了一组主题，并根据Bloom的命名法定义了为达到每组儿童而推荐的知识水平。本文的贡献是将一般学习过程与教育机器人方法联系起来的关键一步。我们的方法通过将EDUROSC-kids的应用实践经验和拟议的方法与具体的指导原则一起应用于儿童群体进行了验证。