Britabot: experiences with the Educational Robotics Seedbed
68
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Britabot: experiences with the Educational
Robotics Seedbed
Jonathan Mateo Palma Polo1
Marlon Oweimar Coral Vargas2
Alejandra Zuleta Medina3
To reference this article / Cómo citar este artículo / Para citar
este artigo: Palma-Polo, J. M., Coral-Vargas. M. O., & Zuleta-Medina,
A. (2024). Britabot: Experiences with the Educational Robotics Seedbed.
Revista Criterios, 31(1), 68-82. https://doi.org/10.31948/rc.v31i1.3854
Reception date: March 21, 2023
Review date: June 02, 2023
Approval date: November 11, 2023
Abstract
This article presents the journey and experiences after the implementation
of the Educational Robotics Workshop supported by Science and Technology
‘Britabot’ in a private rural educational institution in the city of San Juan de
Pasto. There was an experimental group of 28 students, from the fth grade
of elementary school to the eleventh grade of high school, between 10 and 18
years old, and two teachers assigned to the school, to whom a training strategy
was applied to strengthen their skills and competencies, through the use of the
STEAM approach and tools and elements of educational robotics, which allowed
them to guide their learning through constructivism and the development of
a curriculum guide previously designed for the fulllment of the objectives of
the project. The qualitative research modality was used within a critical social
approach applied in action research.
Keywords: education; educational robotics; research seedbed; STEAM
competencies.
1Master’s Degree in Education, Universidad de Nariño; Specialist in Project Management, Universidad de Nariño; Bachelor’s Degree
in Computer Science, Universidad de Nariño. Educational Project Manager, Mayor’s Oce of Pasto, Nariño, Colombia. E-mail:
jonathanmateo@udenar.edu.co
2Master’s Degree in Education, Universidad de Nariño; Systems Engineer, Universidad San Martín. Pedagogical Coordinator Colegio
Musical Británico, San Juan de Pasto, Nariño, Colombia. E-mail: marloncoral@udenar.edu.co
3Ph.D. in Educational Sciences, Universidad de Nariño; Master’s Degree, Universidad de Nariño; Systems Engineer, Universidad de
Nariño. Full-time professor of the Systems Engineering Program, Universidad Mariana, San Juan de Pasto, Nariño, Colombia. E-mail:
alezuleta@umariana.edu.co
Article result of the research entitled: “BRITABOT”: Educational Robotics Seedbed supported in Science and Technology to contribute
to the skills of students from Colegio Musical Británico.
Britabot: experiences with the Educational Robotics Seedbed
69
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Britabot: experiencias con el Semillero de
Educación Robótica
Resumen
En este artículo se presenta el recorrido y las experiencias vividas tras la
implementación del Semillero de Robótica Educativa apoyado en Ciencia y
Tecnología ‘Britabot’ en una institución educativa privada rural de la ciudad de
San Juan de Pasto. Se contó con un grupo experimental de 28 estudiantes, de los
grados quinto de primaria hasta grado once de media académica, entre los 10 y
18 años de edad, y 2 profesores adscritos al Colegio Musical Británico, a quienes
se aplicó una estrategia formativa para el fortalecimiento de sus habilidades y
competencias, mediante el uso del enfoque STEAM a través de herramientas
y elementos propios de la Robótica Educativa, que les permitieron orientar su
aprendizaje por medio del constructivismo y el desarrollo de una guía curricular
previamente diseñada para el cumplimiento de los objetivos del proyecto. Se
usó la modalidad de investigación cualitativa, dentro de un enfoque crítico social
aplicado en la investigación acción.
Palabras clave: educación; robótica educativa; semillero de investigación;
competencias STEAM.
Britabot: experiências com o Semillero de
Robótica Educacional
Resumo
Este artigo apresenta a jornada e as experiências após a implementação do
Núcleo de Robótica Educacional apoiada pela Ciência e Tecnologia ‘Britabot’
em uma instituição educacional rural privada na cidade de San Juan de Pasto.
Contou-se com a participação de um grupo experimental de 28 alunos do
quinto ano do ensino fundamental ao décimo primeiro ano do ensino médio,
entre 10 e 18 anos de idade, e dois professores designados para a escola,
aos quais foi aplicada uma estratégia de treinamento para fortalecer suas
habilidades e competências, por meio do uso da abordagem STEAM e de
ferramentas e elementos da robótica educacional, o que lhes permitiu orientar
seu aprendizado por meio do construtivismo e do desenvolvimento de um guia
curricular previamente elaborado para o cumprimento dos objetivos do projeto.
A modalidade de pesquisa qualitativa foi utilizada dentro de uma abordagem
social crítica aplicada na pesquisa-ação.
Palavras-chave: educação; robótica educacional; núcleo de pesquisa;
competências STEAM.
Britabot: experiences with the Educational Robotics Seedbed
70
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Introduction
Since the publication of the document produced
by the European Parliament, in which the
STEAM (Science, Technology, Engineering,
Arts, and Mathematics) domain was identied
as one of the key competences for teaching
and learning of 21st century citizens, this
approach has become relevant in educational
environments as it allows the use of advanced
technologies in relation to science education
and the development of a set of competences,
including digital competences, as a pillar of
today’s society.
Educational robotics, as the core of STEAM
skills training, is one of the bets in education
that the best institutions in the world have
considered as a tool to improve the quality
of education (Romero-Rodríguez et al., 2014)
and strengthen the teaching processes of
skills inherent to technological development
and others related to curricular areas such as
physics, mathematics, English, mechanics, and
other subjects.
The search for a comprehensive education,
in which the structuring of knowledge and
the development of skills and competencies
converge, is one of the most important missions
of any basic educational institution, since
the construction of knowledge is essential to
function in a globalized world, in a competitive
environment where students must secure their
vision of the future and their life project.
From this need, and with a critical look at the
constant transformation of this technological
society, digital skills become relevant as a
dynamic element of multiple opportunities;
therefore, from the educational institutions,
it is important to consider a transformation
of curricular processes within a research
framework focused on the development of
these skills and knowledge from an early age.
One of the bets is the inclusion of educational
robotics; in this learning framework, STEAM
competencies enhance the teaching processes,
since the study of this science contributes
signicantly to the achievement of the
objectives, as it is part of an educational
oer that generates motivation, since it is
developed in a dynamic pedagogical design
of constructivism, the use and creation of
‘technofacts’ and the construction of knowledge
in a collaborative environment.
Within educational institutions, the pandemic
forced teachers and students to broaden their
knowledge of digital tools. This process led many
students to face challenges in solving problems
with the use of technology, while teachers
understood the need for updating in order to
provide a better educational service oriented
to the needs of today’s society, something that
had already been proposed in the framework
of teacher competencies in ICT (Organización
de las Naciones Unidas para la Educación, la
Ciencia y la Cultura [UNESCO], 2023).
This conjugation of needs and opportunities
is intertwined with the continuing advances in
science and technology, which may seem distant
to many. Perez (2002, cited in Carneiro (2021)
argues that “humanity is at a ‘tipping point’ of
unprecedented technological change” (p. 15).
The world is advancing at an accelerated pace;
therefore, the generation of the competencies
and skills required by this new world scenario,
where science and technology are the basis for
future exercises and developments, becomes a
latent need.
The Colegio Musical Británico, as well as other
institutions, lacks a comprehensive education
in science and technology; therefore, it needs
to rethink its academic processes in order to
scale its education towards one that integrates
diverse competencies and values the application
of educational robotics as a means of learning.
Consequently, in the backwardness that exists
from the curricular and pedagogical practices,
it is important to look for alternatives that boots
the processes of educational transformation, in
addition to the generation of computer skills in
students, because after having already traveled
a path where they reached the new presentiality
with skills that they acquired as autodidacts,
it would be a mistake to return to the old
training paradigm in science and technology,
where the experiences of computer science
are reduced to learning oce automation and
a few commercial programs, mainly.
In this back and forth of ideas, the proposal
arises to implement a research seedbed that,
from the level of elementary education, can
Britabot: experiences with the Educational Robotics Seedbed
71
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
contribute to the strengthening of computer skills from the STEAM approach. For this reason,
the use of educational robotics as a valuable resource to promote new learning that, linked to
a curricular structure of the seedbed, strengthens the knowledge in science and technology,
applying them in the solution of environmental problems and in the curricular development of
the areas related to these skills such as English, mathematics, physics, among others, has been
appropriated as a pillar of the seedbed. The fact of choosing what reality oers as didactic material
makes it a useful resource with a transforming application in the learning process.
Theories
Background check
Atlas.ti helps uncover information with intuitive search tools that allow us to capture words,
phrases, or fragments on a massive scale to perform basic analysis tasks until you reach the
depths of your research. Once the program has analyzed the recurrence of the concepts contained
in the documents, it produces a cloud of initial words, from which a manual debugging process
is carried out, eliminating expressions, connectors and others without semantic value, to finally
leave a semantic construction in accordance with the nature of the research.
Figure 1
Cloud of words generated by Atlas.ti
This word cloud allowed the creation of the
initial codes for the analysis of the documents
focused on research seedlings and educational
robotics. The most relevant studies are
presented below.
At the international level, although most of the
initiatives for the creation of robotics incubators
are based at universities, it was found that
several of them are oriented towards the creation
of robotics clubs in high schools, as in the case
of the New York Institute of Technology and the
College of Engineering & Computers Sciences.
Together, they implemented the ‘Computer
Club’ in Hempstead High Schools, where they
worked with the ETIC Research Robot for
Student Engagement & Learning Activities, a
robot created by Dr. Michael Nizich that could
be remotely programmed by students through
the Zoom platform due to the pandemic.
With the robot and without prior knowledge
of programming, they were able to generate
skills in critical thinking, conflict resolution,
and innovative design, all through the STEAM
methodology. This background is important for
Britabot: experiences with the Educational Robotics Seedbed
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Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
the research because it allows understanding
how it is possible to work with STEM (Science,
Technology, Engineering and Mathematics)
through remote programming processes to
generate the skills and competencies of this
learning methodology.
Next, at the national level, a pedagogical
experience was found with the research seedbed
‘Innovantes Natos’, supported by educational
robotics at the Colegio Las Américas in the city
of Bogotá, led by Diana Noy, computer science
teacher, and Yesid Rodríguez, automated
design teacher.
In addition, this seedbed, born in 2013 as
a strategy to take advantage of free time
against the student day and construction of
extracurricular project in the application of
new technologies in education, began with
the participation of students in grades ten and
eleven of high school, with the firm purpose
of proposing technological solutions to real
problems of their environment, through the
appropriation of tools that bring them closer
to areas of knowledge such as electronics,
computer science, mechanics, and design, all
mediated by the STEAM methodology, which
brings together the areas of the common core.
In 2019, the seedbed set out to learn the
basic operation of commercial robots for work
purposes with mobility and recycled materials.
In 2021, it planned to produce robots that
simulate human sensations and aspects. This
seedbed has continuously participated in
various district and university competitions,
and its work has been recognized by the
Instituto para la Investigación Educativa y el
Desarrollo Pedagógico (IDEP).
For this research process, this background
was vital and important, since its vision of
linking educational processes with solutions to
environmental problems, thereby generating
critical and reflective social thinking, was
aligned as an essential part in the development
of the proposed objectives.
Another important precedent in this line was
found at the ‘Gustavo Rojas Pinilla’ School in
Bogotá D.C., with its ‘Robotic Strong’ research
seed group, led by Carlos Mario Caycedo
Villalobos, a degree in electronics. This seed
group began as a class project to build and
move three animals. This project was promoted
by the Science and Physics department of the
tenth grade, which was later joined by the
Information Technology teacher to contribute
to the Mechanics and Electronics department,
resulting in the construction of an animatronic
toucan. With this construction they participated
in ‘Bogota Robotics 2013’, a moment that gave
shape to the seedbed as such.
Similarly, a regional precedent is ‘CatiNar’, which
offers children, adolescents, and adults the
opportunity to learn how to use different tools
such as drones, 3D printers, virtual reality, even
common electrical tools, through specialized
workshops published on its official website and
social networks, in order to convene digital
entrepreneurs and other population eager for
knowledge in technological and digital tools.
The presence of this type of space in the
locality has made it possible to strengthen the
research project not only through feedback with
the CatiNar consultants, but also through the
exchange of experiences based on the learning
of technological tools that are part of the core
of the studies with the research participants of
the seedbed.
All these references followed a relevant path
in the categorization of a large number of
recent documents related to the research
project Britabot: Educational Robotics Seedbed
supported by Science and Technology and thus
contribute to the skills of the students of the
Colegio Musical Británico. This information
was prioritized due to its thematic richness,
and the qualitative data software Atlas.ti was
considered as the main reference.
Seedbeds as a source of educational
transformation
The seedbeds are one of the innovative
strategies implemented from the primary
school level to initiate research training in
students. These training spaces contribute
to the improvement of the research and
innovation indicators of both students and
teachers; therefore, there is a clear need for
their implementation, since, in addition to
strengthening the research processes, they
support the teaching processes through the
transversality of the areas involved and the
impact on the curricular processes in which
they are immersed, as a new component
within the training strategies. Rodríguez et
al. (2019) emphasize the need for research
training as part of the overall training process
Britabot: experiences with the Educational Robotics Seedbed
73
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
of any professional, since one learns to do research only by doing research, and not as part of
a course or subject. In the proposal, these authors highlight the initiative of research seedbeds
as a contribution to the training of professionals.
Historically, seedbeds have their genesis in universities, where they have been sustained for
many years; but, over time, these processes have migrated towards the basic level, since it is
understood that investigative processes must forge their foundations in the school stage, which is
when the foundations of university academic work and, later, professional work are laid.
Educational robotics
González-Fernández et al. (2021) highlight the benefits in terms of the development of
communication skills, teamwork, creativity, and problem solving, factors that are strengthened
thanks to the dynamism of the approach with which the process is approached, since teaching
based on Learning Project-based (PBL), in collaborative, meaningful and playful learning, fosters
interest and leads the student to an education of enjoyment and not of obligation.
Using educational robotics tools as a didactic instrument for learning creates a guide for solving
environmental problems with multidisciplinary solutions, which activates the cognitive and social
processes related to meaningful learning, germinating in the acquisition of technological and
scientific knowledge.
Figure 2
Learning methodologies and their interaction with the teaching of educational robotics
Source: González-Fernández et al. (2021).
In Figure 2 it can be seen that educational robotics creates an entire scaolding for learning
through active methodologies that allow the student to build skills and competencies through
exercises derived from the study and application of new technologies in education.
Britabot: experiences with the Educational Robotics Seedbed
74
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Methodology
The research is framed in the social-critical
paradigm, within a social-critical approach
applied to action research, because through
the learning experiences obtained, a line of
interpretation of the states of progress of each
member of the group was drawn, which has a
subjective value, since it seeks to bring each
person to the threshold of his or her knowledge,
which can go beyond the curricular proposal
that is based on it.
In addition, the critical social approach leads
the student to achieve a critical and self-
reflective consciousness, considering his
initial context in relation to the final one, as
well as the problems of his environment, to
which solutions have been given through the
investigative processes.
Finally, action research becomes a key aspect
for the success of the research project, since
it directly addresses the problem, improving
educational practices, their understanding
and the implementation of new strategies in
education.
Another important aspect within the research
was the STEAM approach with the use of PBL
work, a strategy that, together with the curricular
proposal, collaborates in the development of
the phases of the action research paradigm,
based on the methodology of Suárez (2002).
In the first phase, a diagnosis of the state
of the research work to be carried out within
the educational institution was prepared. After
characterizing the students, their knowledge,
the resources, the work team, among others,
in the second phase, the search for the
educational strategy that best adapts to the
results of the seed producers was established,
considering a series of theoretical references to
support the work of implementing the strategy.
In the third phase, the planning sheet for the
implementation of the Educational Robotics
Seedbed was created as a working strategy,
integrating the curriculum proposal with all the
aspects necessary for its development. Finally,
group work was initiated through sessions
that allowed the completion of the research
with the evaluation of the application of the
training strategy and the qualitative analysis
of the results of the educational process using
the data analysis software Atlas.ti. The data
collected were tabulated in skill evaluation
matrices, data obtained through the direct
observation method.
The working group consisted of students from
the Robotics Seedbed. Below are some aspects
that were considered for the development of
the research:
• Specific thematic focus: By including
members of the Robotics Seedbed, it
is ensured that the participants have
a particular interest and affinity for the
research topic; this guarantees their
motivation and commitment to the
project’s goal of promoting skills in
robotics and technology.
• Relevance to the seedbed: The research
is closely aligned with the goals and focus
of the robotics seedbed. Participants
are already familiar with the context,
resources and goals, which facilitates the
implementation of research activities and
understanding of their importance.
• Use of internal resources: By using the
members of the seedbed as a work unit,
the internal resources of the educational
institution are used. This may include the
knowledge and experience of teachers
and tutors, as well as access to the
facilities and equipment needed to carry
out the research.
• Creating a Learning Community: Involving
seedbed members in the research creates
an active and participatory learning
community. Students collaborate on
research, share their knowledge and
experiences, and work together to achieve
project goals.
• Development of competencies and
skills: Participation in research provides
an opportunity to develop and apply
competencies and skills in robotics and
technology. Through active practice and
real-world problem solving, students can
improve their understanding and acquire
skills in these areas.
Thus, the selection of the members of the
Robotics Seedbed as a working unit guarantees
greater thematic affinity, greater commitment,
and greater relevance for the project. This
contributes to more effective research and to
the development of skills and competencies in
robotics and technology among the students
involved in the seedbed.
At the end of the cycle of training work with
the seedbed, it was considered useful to apply
a questionnaire within a semi-structured
Britabot: experiences with the Educational Robotics Seedbed
75
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
interview with some of the agents involved in this space, to know their vision of the developments
carried out.
The interview consisted of a different number of questions applied to representatives of the
seedbed: students, seedbed teachers, parents, and the rector of the educational institution. The
number of representatives to whom the interview was applied can be seen in Table 1.
Table 1
Number of people interviewed according to their role in the seedbed
Categories Num. of representatives
Rector 1
Teachers of the seedbed 2
Students of the seedbed 7
Parents of the seedbed 2
The importance of knowing all points of view allowed us to analyze the opinions, suggestions,
and other aspects of the work of the Educational Robotics Seedbed from different perspectives to
arrive at pertinent conclusions and recommendations.
Results
Looking for a change that would affect the education of the educational community, the educational
robotics seedbed based on science and technology ‘Britabot’ was implemented in the year 2022.
The name of the seedbed was thought of in the place of work: Colegio Musical Británico.
The selection of the age group was due to certain characteristics of the school population and the
minimum competencies for the exercise of the seedbed; therefore, it was established between
the ages of 10 and 18; however, teachers up to 45 years were later allowed to join. However, the
main focus for entering the seedbed was always motivation, because you can only learn if there is
interest from the child and, of course, from the adult.
The seedbed began the implementation phase with an internally developed curriculum that covered
all the basic aspects of the practice. It included topics, objectives, work plans, methodology,
materials needed, learning areas, and other key elements. In addition, it serves as the main
guide, covering more than 90% of the aspects necessary to guide the learning process of the
seedbed participants.
The process originated from postgraduate research work; it was carried out within the qualitative
paradigm, through the action research methodology. Three phases were considered in the process:
• Characterize the students who are part of the seedbed and their previous skills in educational
robotics.
• Design an educational strategy to promote the skills of the students of the Colegio Musical
Británico through an educational robotics incubator.
• Evaluate the impact of the educational strategy designed to develop the skills of the students
of the Colegio Musical Británico through an educational robotics incubator.
During the introductory phase, the characterization of the student population made it possible to
collect socio-demographic data and prior knowledge, which made it possible to understand the
potential, social, economic, and knowledge barriers that could affect their process.
Britabot: experiences with the Educational Robotics Seedbed
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Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Figure 3
Classication by gender
Note: Number of the students of the seedbed classied by gender in the 2022 school year.
From Figure 3, it can be concluded that the marked interest in studying scientic topics was
predominantly among the male gender; however, in practice, it was observed that women
performed better in the training process.
Figure 4
Results of the prior knowledge diagnostic test
After applying the diagnostic test consisting of fteen questions on topics related to educational
robotics, it can be seen in Figure 4 that the results were positive, since only a small group of
students were below average, while the others had extensive knowledge of the basics to begin the
learning process.
Britabot: experiences with the Educational Robotics Seedbed
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Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
The STEAM route
With the previous indicators and other additional ones used to characterize the population,
the learning process began with the STEAM approach, based on the Educational Robotics and
Informatics curriculum proposal created for this purpose. In this way, it started with a group of 30
students, with an intensity of three hours per week as part of extracurricular work, that is, outside
the usual school day. In this space, different topics were worked on, starting with psychomotor
exploration activities to quickly move on to other systematic learning and structuring exercises:
block programming, circuit design, working with Arduino, 3D design, and printing, among others.
The activities were recorded in a digital magazine that can be seen at the following link: http://
colegiomusicalbritanico.edu.co/Britabot/mobile/index.html
Each session was developed within PBL to allow work based on compliance objectives; in each
one, an evaluation was carried out through a matrix that included nine parameters evaluated
according to the fulfillment of certain skills (see Table 2).
Table 2
Table of student skills
Code Skill name Skill description
Skill 1 Colaboration and
oral comunication
There is direct communication among the students that make up
the research group, in addition to the interaction with the project
tutors.
Skill 2 Networking and
collaborative work
Collaborative work was carried out through small intervention
groups, where students got together and made the invention of a
technological artifact and the exhibition of their work.
Skill 3 Agility and
adaptability
There is evidence of interest in being part of the management of
these science and technology-based topics, in addition to their
adaptation, previous perceptions, and agility to solve questions.
Skill 4 Self-condence Self-condence is observed in the execution of tasks, trusting in
themselves for the resolution of activities and group participation.
Skill 5 Empathy and
global vision
They were empathetic with their peers, respecting each other’s
thinking and contribution to the group activity; they are able to
include their thinking and receive the thinking of others in the
realization of the activity.
Skill 6 Autonomy and
self-control
Based on the initial conception of the activities they developed,
it was observed that they fully comply with the activities through
their previous knowledge.
Skill 7 Capacity for
initiative
They demonstrate initiative in the creation and development of
the activity
Skill 8 Creativity and
imagination
They make use of creativity and imagination in the invention of
technological prototypes
Skill 9 Critical thinking They can think critically and make an appraisal of the topics that
are presented to them.
Britabot: experiences with the Educational Robotics Seedbed
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Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Results of the route
The development of the methodology and the pedagogical and curricular proposal for the teaching
of educational robotics allowed the achievement of the proposed objectives.
Autonomous participation in the seedbed was considered essential; therefore, each student’s
interest in the topics of the course not only allowed for the acquisition of knowledge, but also
guaranteed regular attendance at the sessions.
In one year, 27 work sessions were held, with an attendance rate of 78%; during this year,
there were five forced desertions, three dues to withdrawal from the educational institution and
two dues to personal situations. There were also six dropouts due to lack of motivation and six
admissions after the start date. At the end of the course, 24 students were certified as having
completed the training process of the Educational Robotics Seminar, which represents 80% of
those who participated from the beginning of the course.
After tabulating the skills matrix, in accordance with the development of all the topics of the
Robotics and Educational Informatics curriculum proposal, Table 3 shows the following results:
Table 3
Table of student skills results
Average
Months Skill 1 Skill 2 Skill 3 Skill 4 Skill 5 Skill 6 Skill 7 Skill 8 Skill 9 Total
March 15,80 19,40 17,20 17,40 20,80 17,80 16,40 20,20 15,60 160,60
April 11,00 20,33 15,67 14,67 21,33 11,67 10,33 15,33 0,33 120,67
May 18,25 20,75 14,50 12,75 21,75 11,00 10,50 14,25 14,25 138,00
June 17,00 19,50 17,00 14,00 23,50 13,50 12,50 13,00 19,50 149,50
July 11,00 15,33 14,33 8,67 19,67 15,67 13,67 15,67 13,33 127,33
August 12,00 16,33 16,00 13,00 17,67 12,00 10,00 16,00 11,33 124,33
September 9,00 11,00 13,67 6,67 19,00 11,67 10,67 12,33 3,67 97,67
October 12,67 15,00 14,00 13,33 20,00 17,33 13,00 18,33 12,33 136,00
November 17,00 6,00 22,00 13,00 23,00 22,00 12,00 13,00 17,00 145,00
Average 13,75 15,96 16,04 12,61 20,75 14,74 12,12 15,35 11,93 133,23
Table 3 shows the average of the 24 students in relation to the total number of skills developed
during each month. These results allow us to draw the following conclusions:
• The skills they developed the most after the seedbed process were: empathy, global vision,
agility, adaptability, network collaboration, collaborative work, creativity, and imagination.
• During the rst trimester, the results were generally higher than the others. This is due to
the fact that the initial topics based on more practical, manual content were best received
by the students, while in the other quarters the programming processes, circuit design, and
‘technofacts’ required more specic skills such as logic, computational thinking, and others that
were developed more slowly.
• In this rst cycle of beginners, 62% of the skills in the matrix were developed in the students
who completed the course.
Britabot: experiences with the Educational Robotics Seedbed
79
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
• After the training with the proposed
curriculum design, it is observed that the
topics Introduction to Sensors and Arduino
Programming were the topics that caused
the most diculty to the students, which is
reected in the month of September with
the lowest score at the level of assessment
of the skills compliance matrix.
Since one of the objectives set from the beginning
was to participate in events to stimulate the
seedbed and its results, in August we registered
for the Torneo Nacional Ruta STEM 2022 of the
Ministerio de Tecnologías de la Información y
las Comunicaciones de Colombia -MinTIC- for
the application of educational projects focused
on the STEM methodology.
After the evaluation of the project, it advanced
to the departmental phase among five finalists,
where the seedbed was the departmental
representative in the tournament. In the
national phase, the project was ranked among
the 20 best out of 312 proposals. In the capital
of the country, the seedbed was presented
and some of the work carried out, as follows:
three Arduino projects were set by two student
speakers and a tutor of the seedbed, projects
that were selected among the twelve best in the
country, generating several awards and prizes
for the work done with educational robotics.
Seedbed publications
If you wish to access all the contents of the
digital magazine, please visit the following
link: http://colegiomusicalbritanico.edu.co/
Britabot/mobile/index.html
On the website there is a space dedicated
exclusively to the seedbed, as one of the
extracurricular projects of the educational
institution, because although it was developed
with the encouragement of the tutors, it
would not have been possible without the
school and its support. We invite you to get to
know this space in the following link: http://
colegiomusicalbritanico.edu.co/semillero22.
html
The feeling of pride after representing this
region in a national event and being able
to bring this recognition, which postulates
Nariño as a territory where advanced learning
spaces in science and technology are built,
was recognized by media such as the program
‘Vive la Mañana’ and the CNC channel (regional
channel), where the seedbed was a special
guest to share some of their work, the call for
MinTIC and achievements.
Thanks to the national recognition obtained
by the project, media such as Página 10, with
more than 60,000 followers, published the
achievement of the seedbed as one of the news
to highlight. The publication can be found at
the following link: https://pagina10.com/web/
semillero-de-robotica-del-colegio-musical-
britanico-de-pasto-gano-reconocimiento-
nacional/
Finally, this achievement also invited to make
a multimedia publication for the community
of the educational institution and the general
public, which was uploaded to YouTube as part
of the repository of this project. This publication
can be accessed through the following link:
https://youtu.be/DT8LIZvCWgI
Discussion
There are several positive opinions and studies
on the effectiveness of the STEAM approach
as a methodology applied to elementary and
middle school students, which suggest that
the interdisciplinary study combined with real-
world application provides several strengths to
the approach that are different from the use
of traditional teaching and learning techniques.
These statements are also found in the study
conducted by Li et al. (2020), who found that
students who worked with STEAM methodology
had better appropriation of concepts, learning
application capacity, and interest in the fields
involved, which is consistent with the result of
the present research, since there was evidence
of an increase in the development of STEAM
approach skills as an effect of applying this
methodology, skills such as computational
thinking, teamwork, creativity, and innovation,
among others.
Other research using this approach also
demonstrated these and other skills developed
in Britabot; one of them, from the New York
Institute of Technology and the College of
Engineering & Computers Sciences with the
implementation of robotics clubs in high
schools in Hempstead, who worked with ETIC
Research Robot for Student Engagement &
Learning Activities, a robot created by Ph.D.
Michael Nizich and could be programmed
remotely by students through the Zoom
platform who, despite the pandemic and
Britabot: experiences with the Educational Robotics Seedbed
80
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
without prior knowledge of coding, were able
to generate skills in critical thinking, conflict
resolution, and innovative design, all through
STEAM methodology.
In the study of the seedbed ‘Innovantes
Natos’ of the Colegio Las Américas in the
city of Bogotá, the researchers applied this
approach to solving environmental problems
with the use of technology through mechanics,
computer science, electronics, and design,
all mediated by STEAM, which earned them
honorary positions before the Instituto para
la Investigación Educativa y el Desarrollo
Pedagógico, demonstrating that the correct
incorporation of this approach allows them to
achieve visible results, such as those found in
this research.
The result of the application of the STEAM
approach in Britabot led the seedbed to
participate in the STEAM 2022 Tournament
of the MinTIC, a tournament that seeks
projects that incorporate science, technology,
engineering, art, and mathematics. In this
field, the proposal and work of the seedbed
placed it as one of the twelve best projects in
Colombia.
These learning outcomes are in line with the
objectives of MinTIC and the Ministerio de
Educación Nacional (MEN), which are: to
contribute to the development of 21st century
skills such as critical and computational
thinking, creativity and problem solving
through the use and appropriation of science
and technology. To advance this purpose, the
creation of a bank of eligible teachers from the
public and private sectors was sought, with
the purpose of training them in the STEAM
educational approach and thus linking them
to the transformation of educational practice
through the application of new methodologies.
The MinTIC and MEN strategy is consistent
with LaCosse et al. (2021), who found that the
effectiveness of the STEM approach is highly
dependent on the teacher’s ability to effectively
integrate STEM disciplines in the classroom
and the student’s ability to transfer what they
have learned to new situations.
In summary, although there is several
evidence and studies on the effectiveness
and strengths of the STEAM approach as an
active methodology in generating new learning
applied to the context, such effectiveness is only
possible if teachers are trained and motivated
by a change in educational paradigm and who
also promote training adapted to the current
learning needs of students.
Conclusions
After conducting a survey with the application
of characterization sheets to the population
under study, high school students belonging to
socioeconomic strata 1, 2, and 3, classified as
low, medium-low, and medium, respectively,
presented previous knowledge on the topics
of educational robotics, technology, and
innovation, which suggests that their level
of perception and appropriation of the topics
was of previous access. However, it was also
evident that students with fewer resources find
it difficult to access advanced technological
content, thus eliminating a possible ideological
bias in relation to those with better resources
and opportunities.
The objective of the project was to improve the
skills of the student members of the seedbed
through the use of educational robotics.
This objective was achieved thanks to the
incorporation of the Educational Robotics
Seedbed based on Science and Technology;
in addition, these spaces for creating and
modeling knowledge allowed the improvement
of competencies and skills guided by active
methodologies.
Three teachers from the educational institution
were included as participants in the formative
process of this study, who used this space for
updating and transforming their academic
curricula in the classroom. The results of the
surveys applied to them showed that the
teaching-learning process of the seedbed has
generated changes in educational practice,
leaving a marked interest and motivation to
include technological topics and practices, as
well as the incorporation of new pedagogical
strategies based on active methodologies.
After analyzing the evaluation matrices in
parallel with the activities developed, it
became clear that educational robotics, as
an educational axis from the use of STEAM
competencies, managed to incorporate
topics from academic areas such as science,
mathematics, and technology, areas included in
the projects developed as part of the proposed
curriculum guide. The use and application of
multidisciplinary contents allowed the students
of the seedbed to improve their academic level
Britabot: experiences with the Educational Robotics Seedbed
81
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
in regular classes, thanks to the incentives
and exposure to knowledge during it. Also,
the application of the students’ learning and
competencies, visible in the scientific projects
of the institution, was considered. The above
proves that the educational robotics training
process had a positive impact on the academics
of the project participants in the different areas
involved in the work.
Likewise, after analyzing the evaluation
matrices of skills and assessment of the
deliverable products, the work demonstrated
that the student of the seedbed managed
to build his/her learning mediated by basic
notions of topics related to educational
robotics, adopting the pedagogical approach
of constructivism through teamwork, social
interaction, and assertive communication
to meet each of the educational challenges
proposed in the seedbed.
The results of the seedbed in terms of results
and competencies generated showed that
the application of the previously designed
educational strategy ‘Curriculum Guide’ was
effective in the development of the class
sessions thanks to the organization of topics,
objectives, physical and methodological
resources, execution time, and expected
learning.
The data obtained from this research process
was fundamental to conclude that STEAM
competencies allow the development of
dimensions of this approach, such as obtaining
and processing information, computational
thinking, logical thinking, systemic thinking,
and the problem-solving process developed
through applications such as Scratch, MBlock,
MBot Simulator, TinkerCad, and the Arduino
platform, through various programming
languages.
After developing the curriculum guide proposed
within the STEAM approach and participating
in the STEM 2022 Route, it was found that the
knowledge scheme applied in the tournament
allowed the Educational Robotics Seedbed
supported in Science and Technology ‘Britabot’
to achieve regional and national recognition,
being selected as one of the twelve best projects
in the country, thanks to the promotion of 21st
century skills in its educational activities.
The creation and publication of the digital
magazine, hosted on the institutional website,
as a strategy for socializing the educational
proposal, generated a greater dissemination of
the practices, achievements, and recognitions
of the Educational Robotics Seedbed and
represented a greater welcome for the year
2023 at the beginning of a new stage with the
seedbed, demonstrating that the exposure of
the activities and merits of this learning space
was of interest to the internal and external
educational community.
After the completion of the work cycle, it
was possible to observe in several students,
the motivation and interest to continue with
technological studies as a professional option,
leaving as an example the choice of electronic
engineering by an eleventh-grade student, the
acquisition of a programming kit by a fifth-
grade student and the interest in programming
by a sixth-grade student, which, as part of the
sample group, are visible representations of
the scope of the study and the effectiveness of
the training proposal of the seedbed.
It can be concluded that the use of constructivism
as part of the active learning methodologies
used in this project allows students to access
knowledge in a dynamic and motivating way,
promoting better attitudes and performance.
Recommendations
After the formation of the working team of
the Educational Robotics Seedbed supported
by Science and Technology, its work and
recognitions, parents, directors of the
institution and students, requested to continue
this training process during the next school
year. Therefore, it is requested to include
in the budget of the educational institution
the purchase of electronic, digital, and
intelligent materials and devices for the future
development of the practices of the Educational
Robotics Seedbed.
Seek agreements with public and private
entities that promote work with educational
robotics and the application of science and
technology for the development of science,
technology, and innovation projects.
Invite the entire faculty of the Colegio Musical
Británico to become part of the Educational
Robotics Seedbed to gain new knowledge on
topics related to educational robotics, generate
new educational practices, and transform their
academic curricula.
Continue to look for training calls and skills
in educational robotics from government or
Britabot: experiences with the Educational Robotics Seedbed
82
Jonathan Mateo Palma Polo
Marlon Oweimar Coral Vargas
Alejandra Zuleta Medina
Revista Criterios - vol. 31 n.o 1 January-June 2024 - pp. 68-82
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
private entities so that seedbed students
can strengthen their knowledge and obtain
technological resources for work within the
Colegio Musical Británico.
Seek the incorporation of the Educational
Robotics Seedbed supported by Science and
Technology in the Fundación Red Colombiana
de Semilleros de Investigación (RedCOLSI).
Conflict of interest
The authors of this article declare that they
have no conflicts of interest and have not
received any funding for the work presented.
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Contribution
All authors participated in the preparation of
the manuscript, read it, and approved it.
