Inquiry-Based Learning Focused on Inclusive Education in Programming of Robots: Challenges, Experience, and Feedback of First Cycle Students

Abstract

Robotics plays a key role in today’s digital systems. It influences every aspect of human life: daily work, home, industry, transport, aviation, etc. Thus, it is important to raise motivated and gifted generation of young programmers with abilities to create bridges between physical and digital worlds under robotics. Traditional learning in programming of robots cannot meet the needs of students with different capabilities as well as challenges raised by the industry. Inquiry-based learning gives a possibility to pose questions, challenges, and problems for students themselves, thus providing self-realization and self-awareness towards building and improving their abilities. Moreover, the methodology of inquiry-based learning gives well-structured active student-oriented inclusive education in programming of robots. This chapter presents state-of-the-art in programming of robots using inquiry-based learning under inclusive education umbrella. Additionally, the study provides with the application of inquiry-based teaching approaches for the first cycle students with focus on gifted students, their experience of learning; feedback is described in particular sections of this chapter. The evaluation of changes in the abilities of students, who learned programming of robots, which in the long-term period serves as numerical results, is presented in this chapter as well.