Situation Graphs as Tools for Ordering of Students’ Thinking and Understanding of Actual Existing Servo Mechanisms

Abstract

The purpose of this paper is to discuss and evaluate an open-ended LEGO-LOGO prototype project designed to facilitate learning about the structure and function of actual existing servo mechanisms. The theory of cognitive apprenticeship was applied in the modeling of the seventh grade students’ learning and their teacher’s role. The project was divided into five consequent stages: open investigation of actual existing phenomena, the representation of different forms of actual existing servo mechanisms’ structures and functions, the construction of LEGO® models, programming the models with LOGO and writing and presenting reports. The situation graph was used as a tool for knowledge representation and reflection in several phases of the project. In this paper both the methodology and the results of the work done by students will be discussed and evaluated.