Critical analysis of a “robotics workshop” experience from a Piagetian perspective

This article presents a critical analysis of a teaching experience carried out as part of the Introduction to Mechanical Engineering course at the Facultad de Ciencias Exactas, Ingeniería y Agrimensura of the Universidad Nacional de Rosario (FCEIA-UNR). The experience centered on a robotics workshop...

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Autores principales: Esquivel, Isidro, Sklate Boja, María Florencia
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2025
Materias:
robótica
educación
pensamiento computacional
ingeniería
robotics
education
computational thinking
engineering
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2091
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-2091
record_format ojs
spelling I15-R240-article-20912026-02-02T14:20:20Z Critical analysis of a “robotics workshop” experience from a Piagetian perspective Análisis crítico de una experiencia “taller de robótica” desde una perspectiva piagetiana Esquivel, Isidro Sklate Boja, María Florencia robótica educación pensamiento computacional ingeniería robotics education computational thinking engineering This article presents a critical analysis of a teaching experience carried out as part of the Introduction to Mechanical Engineering course at the Facultad de Ciencias Exactas, Ingeniería y Agrimensura of the Universidad Nacional de Rosario (FCEIA-UNR). The experience centered on a robotics workshop was designed to foster computational thinking. Taking place at the FabLabUNR laboratory, it involved programming educational robots through graphical environments to promote problem-solving in a controlled technical setting. Adopting a constructivist perspective and engaging with Jean Piaget’s theory of Genetic Epistemology, the process of knowledge construction is analysed based on the interaction between the student and the technical system comprising the program and the robot. The learning object is redefined as a program-robot system, and its potential as a cognitive mediator in formalising logical, mathematical, and technological notions is discussed. Along this line of analysis, we propose a reinterpretation of Piaget's general law of cognition adapted to scenarios where programming and physical execution converge. This work therefore, begins with an empirical analysis based on workshop practice and concludes with a theoretical contribution that explains how computational thinking develops in educational robotics contexts. Este artículo presenta un análisis crítico de una experiencia de enseñanza en el marco de la asignatura Introducción a la Ingeniería Mecánica de la Facultad de Ciencias Exactas, Ingeniería y Agrimensura de la Universidad Nacional de Rosario (FCEIA-UNR), centrada en un taller de robótica orientado al desarrollo del pensamiento computacional. La experiencia se llevó a cabo en el laboratorio FabLabUNR e involucró la programación de robots educativos mediante entornos gráficos, promoviendo la resolución de problemas en un contexto técnico controlado. Desde un enfoque constructivista, y en diálogo con la teoría de la Epistemología Genética de Jean Piaget, se analiza el proceso de construcción del conocimiento a partir de la interacción entre el estudiante y el sistema técnico compuesto por el programa y el robot. Se propone una redefinición del objeto de aprendizaje como sistema programa-robot y se argumenta su potencial como mediador cognitivo en la formalización de nociones lógico-matemáticas y tecnológicas. En esta línea de análisis, practicamos una reinterpretación de la ley general de la cognición piagetiana, adaptada a escenarios donde la programación y la ejecución física convergen. De este modo, este trabajo parte de un análisis empírico situado en una práctica taller y concluye con un aporte teórico para explicar el desarrollo del pensamiento computacional en contextos de robótica educativa. IRICE (CONICET-UNR) 2025-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2091 10.35305/revistairice.vi49.2091 Revista IRICE; Núm. 49 (2025); e2091 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2091/3421 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2091/3422 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2091/3423 Derechos de autor 2025 Isidro Esquivel, María Florencia Sklate Boja https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic robótica
educación
pensamiento computacional
ingeniería
robotics
education
computational thinking
engineering
spellingShingle robótica
educación
pensamiento computacional
ingeniería
robotics
education
computational thinking
engineering
Esquivel, Isidro
Sklate Boja, María Florencia
Critical analysis of a “robotics workshop” experience from a Piagetian perspective
topic_facet robótica
educación
pensamiento computacional
ingeniería
robotics
education
computational thinking
engineering
author Esquivel, Isidro
Sklate Boja, María Florencia
author_facet Esquivel, Isidro
Sklate Boja, María Florencia
author_sort Esquivel, Isidro
title Critical analysis of a “robotics workshop” experience from a Piagetian perspective
title_short Critical analysis of a “robotics workshop” experience from a Piagetian perspective
title_full Critical analysis of a “robotics workshop” experience from a Piagetian perspective
title_fullStr Critical analysis of a “robotics workshop” experience from a Piagetian perspective
title_full_unstemmed Critical analysis of a “robotics workshop” experience from a Piagetian perspective
title_sort critical analysis of a “robotics workshop” experience from a piagetian perspective
description This article presents a critical analysis of a teaching experience carried out as part of the Introduction to Mechanical Engineering course at the Facultad de Ciencias Exactas, Ingeniería y Agrimensura of the Universidad Nacional de Rosario (FCEIA-UNR). The experience centered on a robotics workshop was designed to foster computational thinking. Taking place at the FabLabUNR laboratory, it involved programming educational robots through graphical environments to promote problem-solving in a controlled technical setting. Adopting a constructivist perspective and engaging with Jean Piaget’s theory of Genetic Epistemology, the process of knowledge construction is analysed based on the interaction between the student and the technical system comprising the program and the robot. The learning object is redefined as a program-robot system, and its potential as a cognitive mediator in formalising logical, mathematical, and technological notions is discussed. Along this line of analysis, we propose a reinterpretation of Piaget's general law of cognition adapted to scenarios where programming and physical execution converge. This work therefore, begins with an empirical analysis based on workshop practice and concludes with a theoretical contribution that explains how computational thinking develops in educational robotics contexts.
publisher IRICE (CONICET-UNR)
publishDate 2025
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2091
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AT esquivelisidro analisiscriticodeunaexperienciatallerderoboticadesdeunaperspectivapiagetiana
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first_indexed 2026-02-04T05:03:32Z
last_indexed 2026-02-04T05:03:32Z
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