In this paper, we present some topics to im- prove the use of Robotics in teaching, with a new approach of Embodied Cognitive Science (ECS) (Gomez Paloma, 2013) in or- der to facilitate learning of all students. The notion of simulation (Gallese, 2005b; 2009) has assumed a central role in the theories of the embodied cognition; in particular, it’s made reference to the motor simulation du- ring the observation of objects or people performing an action, and the comprehen- sion of a language. The learning experience with the robot is characterized as a relational experience that is essentially different from that with a computer or another electronic device. Attention for body and movement through Robotics stimulates development of basic skills and capacity for learning, as vi- suo-spatial, visuo-motory and social skills; these skills are very important for students, especially for students with Special Educa- tional Needs.
L'articolo presenta alcuni argomenti connessi all’utilizzo della robotica nell’insegnamento, attraverso la prospettiva dell’Embodied Co- gnitive Science (ECS) (Gomez Paloma, 2013), al fine di facilitare l’apprendimento di tutti gli studenti. La nozione di simulazione (Gallese, 2005b; 2009) ha assunto un ruolo centrale nel- le teorie della cognizione incarnata; nell’arti- colo, si farà riferimento particolare al processo di simulazione motoria che si veri- fica durante l’osservazione di oggetti o per- sone che eseguono un’azione e la comprensione di una lingua. L’esperienza di apprendimento con il robot si caratterizza come un’esperienza relazionale che è so- stanzialmente diversa dall’esperienza di ap- prendimento con un computer o con altro dispositivo elettronico. L’attenzione per il corpo e per il movimento attraverso la Robo- tica stimola i processi di imitazione e lo svi- luppo delle competenze di base e delle abilità essenziali per l’apprendimento, quali le abilità visuo-spaziali, visuo-motorie, lingui- stiche, empatiche e sociali. Queste compe- tenze sono molto importanti per tutti gli studenti, ma lo sono maggiormente per gli studenti con Bisogni Educativi Speciali
Body, movement and educational robotics for students with Special Educational Needs
ASCIONE, ANTONIO
2017-01-01
Abstract
In this paper, we present some topics to im- prove the use of Robotics in teaching, with a new approach of Embodied Cognitive Science (ECS) (Gomez Paloma, 2013) in or- der to facilitate learning of all students. The notion of simulation (Gallese, 2005b; 2009) has assumed a central role in the theories of the embodied cognition; in particular, it’s made reference to the motor simulation du- ring the observation of objects or people performing an action, and the comprehen- sion of a language. The learning experience with the robot is characterized as a relational experience that is essentially different from that with a computer or another electronic device. Attention for body and movement through Robotics stimulates development of basic skills and capacity for learning, as vi- suo-spatial, visuo-motory and social skills; these skills are very important for students, especially for students with Special Educa- tional Needs.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.