The demand for STEM trained workers continues to increase not only in the United States, but globally. Reports have indicated that the United States is not doing a good job encouraging students to pursue STEM oriented degrees. In particular, it has become increasingly important to emphasize STEM connections at an early level in order to encourage student career exploration as they continue their education. Educational robots represent a unique alternative to traditional methods, especially at the elementary level. Considering the use of educational robots have largely been ignored at this level, the purpose of this study was to describe the interactive process and outcomes using educational robots to facilitate elementary school students understanding of STEM concepts. A multi-case approach was used for the design as it is in line with the underlying conceptual framework for the study. Independent T-tests were utilized to determine student's interaction with educational robots, impact of STEM understanding, as well as their impact regarding the understanding of STEM attitudes. The study was conducted as an extracurricular program involving fourth grade students at a rural elementary school in Florida. The sample size consisted of 20 randomly selected participants assigned to either the group working with robots, or the groups without the robots, for a total of 10 participants in each group. The associated activity utilized in this study was selected due to the high level of STEM integration. Data results indicated high levels of interactivity within both groups. The group working with the robot demonstrated a significant difference in the level of substantive talk. Considering the understanding of STEM concepts, both groups demonstrated a high level regarding depth of knowledge as well as understanding. There were significant gains within groups regarding pre and post test STEM scores. When considering participants impact on STEM attitudes, the study suggested a practical significance in math attitudes for the group working with the robots. This study is significant as it yielded valuable information concerning the use of educational robots in the elementary environment. In particular, this study supports the idea that STEM concepts can be promoted utilizing authentic instructional strategies. This study suggests there is a potential impact regarding the use of educational robots in the elementary setting. This study also supported the use of authentic assessment strategies for this type of activity. Overall, both groups were actively involved and engaged, with the group working with the robot demonstrating a slightly higher depth of knowledge, substantive, conversation, as well as a slight boost in efficacy in math, science, and engineering and technology attitudes. The results of the study align with the underlying conceptual framework as well as the use of authentic assessment. This study aligns to the movement to promote STEM education at an elementary level. In addition, the type of activity associated with this study can potentially help students make sense of career oriented experiences, thus promoting career awareness within an interdisciplinary approach.

Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós- Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2010. / Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-10-23T00:27:41Z No. of bitstreams: 1 POTENCIALIZANDO A CRIATIVIDADE E A SOCIALIZAÇÃO.pdf: 4170413 bytes, checksum: be5ced244f63e621ada688abf64e7383 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2013-06-19T16:39:19Z (GMT) No. of bitstreams: 1 POTENCIALIZANDO A CRIATIVIDADE E A SOCIALIZAÇÃO.pdf: 4170413 bytes, checksum: be5ced244f63e621ada688abf64e7383 (MD5) / Made available in DSpace on 2013-06-19T16:39:19Z (GMT). No. of bitstreams: 1 POTENCIALIZANDO A CRIATIVIDADE E A SOCIALIZAÇÃO.pdf: 4170413 bytes, checksum: be5ced244f63e621ada688abf64e7383 (MD5) Previous issue date: 2010 / Esta dissertação tem como propósito apresentar uma prática metodológica que utiliza kit comercial e material alternativo como recursos robóticos. Neste trabalho apresenta-se um arcabouço para o uso da RE como ferramenta pedagógica. Tal arcabouço constitui-se em um conjunto de práticas que possibilitam a valorização da socialização e da criatividade utilizando para tal diferentes recursos tecnológicos para construção e montagem de artefatos robóticos como fatores potencializadores da aprendizagem. Ao propor um conjunto de práticas, apresenta-se um conjunto de oficinas desenvolvidas de forma a verificar a sua aplicabilidade. Durante a análise qualitativa e coleta dos dados, culminaram três categorias que foram priorizadas no desenvolvimento da pesquisa: Criatividade, Socialização e Recursos como potencializadores da aprendizagem. Estas categorias surgem a fim de permitirem a avaliação dos dados analisados, produzidos e contextualizados em sala de aula e nas oficinas de robótica. As oficinas foram realizadas no Colégio Salesiano Leão XIII, com os estudantes das séries finais do Ensino Fundamental. Com base na metodologia dos Projetos de Aprendizagem, no Projeto de Educação Tecnológica LEGO, e nas metodologias construtivistas, este trabalho apresenta como objetivo oportunizar ao aluno um ambiente favorável a aprendizagem. Este conjunto de práticas se constituiu de forma a permitir que os educandos não só absorvam os aspectos tecnológicos da formação, mas também trabalhem habilidades que possibilitam desenvolver as competências para aprender a agir. / This thesis aims to present a methodological practice which uses commercial kit and alternative material as robotic resources. In this dissertation is presented a framework to the use of Educacional Robotics as a pedagogical tool. Such framework is constituted in a set of practices which enable the recovery of socialization and creativity using different resources for construction and assembly of robotic artifacts as potentiators of learning. Proposing a set of practices is presented a set of workshops in order to chech its applicability. During the qualitative analysis and data collection, three categories culminate which were prioritized in the development of the research: Creativity, Socialization, and Resources as potentiators of learning. These three categories arise in order to allow the evaluations of the analised , produced and contextualized data in the classroom and in the robotics workshop. The workshops were performed in Salesiano Leão XII school, with the students in the final grades of basic education. Based on Learning Project Methodology, on LEGO Project of Technological Education and constructivists methodologies, this research aims to offer the student a favorable environment to learning. This set of practices is constituted in order to allow the students not only to absorb the technological aspects of formation, but also to work the abilities which permit the development of learning competences to act.

Cada vez mais observa-se a inserção de novas tecnologias em salas de aulas. Com o auxílio de políticas publicas, computadores ligados a internet tem estado presentes nas classes nos mais longinquos lugares do nosso país. Isto tem proporcionado que o conhecimento chegue de forma mais ampla e irrestrita a todas as crianças em fase de desenvolvimento. Na ultima decada, além de microcomputadores, tem-se observado a presença, em salas de aulas, de Ipads, celulares, cujos proprietários são os próprios alunos e até mesmo lousa eletrônica em escolas com poder aquisitivo maior. Aliado a isto, nota-se também a inserção de kits robóticos que tem motivado muito os alunos no aprendizado de raciocínio lógico e de programação, pois, eles experimentam o conceito: \"aprender por meio do fazer\". O uso de todas estas tecnologias tem como objetivo principal cativar a atenção dos alunos, incentivar a pesquisa e o aprendizado interativo, uma vez que o ensino antes expositivo dá lugar ao ensino interativo, isto é, que conta com a participação mais ativa do estudante. Nesta direção, esta dissertação de Mestrado traz uma inovação no sentido que está sendo proposto um sistema que permite que um robô humanoide seja inserido em salas de aulas. Trata-se de um protótipo que permite que o robô reconheça figuras geométricas planas, que pode ser estendido para outros tipos de conteúdos. O objetivo é a integração de um sistema de visão computacional em um ambiente de controle de um robô humanoide para torná-lo capaz de reconhecer figuras geométricas planas, para ser utilizada como uma ferramenta de ensino. Este sistema de visão é baseado em técnicas de Atenção Visual e utiliza uma rede neural LEGION para segmentar os objetos mais salientes da imagem e uma rede neural do tipo Multicamadas (MLP), para realizar a classificação desses objetos. Graças a este sistema de visão, o robô consegue discernir figuras sobrepostas independente do ambiente real no qual esteja inserido. Para avaliar o desempenho do sistema proposto, algumas aplicações foram desenvolvidas que envolveram a participação de crianças interagindo com o robô no reconhecimento de figuras geométricas. Embora sejam necessários uma maior numero de experimentos, os resultados obtidos indicam que o sistema proposto apresenta-se como uma ferramenta alternativa, promissora e interessante, tendo sida muito bem recebida por parte dos alunos e professores. / Increasingly there has been the introduction of new technologies in the classroom. With the help of public policies, computers connected to the internet has been used in the classes in the far reaches of our country. This has provided the knowledge reachs broader and unrestricted way to all children under development. In the last decade, besides computers, has been seen the presence in classrooms of Ipads, smart phones, owned by the students themselves and even electronic whiteboard in schools with higher purchasing power. Added to this, there is also the inclusion of robotic kits that has motivated much students in learning logical reasoning and programming, as they experience the concept: \"learning through doing\". The use of all these technologies aims to captivate the attention of students, encourage research and interactive learning, since the school, before exhibition, gives way to interactive teaching, that is, who has the most active student participation. In this direction, this Masters thesis brings an innovation in the sense that is being proposed a system that allows a robot humanoid is inserted into classrooms. It is a prototype that allows the robot to recognize planar geometric figures, which can be extended to other types of content. The goal is the integration of a computer vision system in a control a humanoid robot environment to make it able to recognize This has provided the knowledge gets broader and unrestricted way all children under development geometric figures, to be used as a teaching tool. This vision system is based on Visual Attention techniques and uses a neural network LEGION to target the salient objects image and a Multilayer (MLP) neural network, to perform the classification of these objects. Thanks to the vision system, the robot can distinguish independent of the actual environment in which overlapping figures is inserted. To evaluate the performance of the proposed system, some applications were developed that involved the participation of children interacting with the robot in the recognition of geometric figures. Although a larger number of experiments are needed, the results indicate that the proposed system is presented as an alternative tool, promising and interesting, and it was very well received by students and teachers.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-02-05T14:16:05Z No. of bitstreams: 2 Dissertação - Carlos Antônio Pereira Júnior - 2014.pdf: 2575876 bytes, checksum: c85bf57279af98879b32867d1b14c724 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-02-05T14:18:56Z (GMT) No. of bitstreams: 2 Dissertação - Carlos Antônio Pereira Júnior - 2014.pdf: 2575876 bytes, checksum: c85bf57279af98879b32867d1b14c724 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-02-05T14:18:56Z (GMT). No. of bitstreams: 2 Dissertação - Carlos Antônio Pereira Júnior - 2014.pdf: 2575876 bytes, checksum: c85bf57279af98879b32867d1b14c724 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-09-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aims to detail an experience of use of educational robotics in science education, specifically in teaching chemistry. The story begins with the historical aspects of robotics contemplating mythology, fiction and industry to understand where the idea of the robot, its applications and the development of the concept of robot and robotics arises in the course of history. In the second chapter we insert activity on the theoretical aspects of collaborative activity, as we believe that educational robotics applied in the classroom is best enjoyed when using this strategy of organization. It is argued that collaboration should be understood in this context as a state and not as a process and collaborative work has great influence on the organization and progress of the activity. In the third chapter characterized the search according to the method of qualitative research and also in the case study. Still clarifies the instruments of data collection and organization of field research , it is also present here the analysis categories . The next chapter details the analysis of the data from the selected categories. The categories are: analysis of conceptions of robot, the playful dimension of educational robotics and building concepts titration using the robot. / O presente trabalho visa detalhar uma experiência de utilização da robótica pedagógica no ensino de ciências, mais especificamente no ensino de química. O relato se inicia com aspectos históricos da robótica contemplando mitologia, ficção e indústria para entendermos de onde surge a ideia de robô, suas aplicações e o desenvolvimento do conceito de robô e robótica no decorrer da história. No segundo capítulo inserimos a atividade nos aspectos teóricos da atividade colaborativa, pois entende-se que a robótica pedagógica aplicada na sala de aula é melhor aproveitada quando se utiliza a estratégia de organização. Defende-se que a colaboração deve ser compreendida nesse contexto como estado e não como processo e que o trabalho cooperativo exerce grande influência na organização e andamento da atividade. No terceiro capítulo caracteriza-se a pesquisa de acordo com o método da pesquisa qualitativa e também no estudo de caso. Esclarece-se ainda os instrumentos de coletas de dados e a organização da pesquisa de campo, também apresentam-se aqui as categorias de análise. No capítulo seguinte detalhase a análise dos dados a partir das categorias selecionadas. As categorias são: análise das concepções de robô, a dimensão lúdica da robótica pedagógica e a construção de conceitos sobre titulação utilizando o robô.

Robotic competitions have become an increasingly popular educational tool to increase students’ interest and achievement in STEM. The largest and fastest growing of these is VEX Robotics Competitions (VRCs). Although millions of dollars of funding are allocated, and countless hours of effort are expended annually to provide students with the opportunity to compete in VRCs, little research has been done to investigate the educational impacts of participation in these competitions. One promising research framework in this area is to investigate the self-efficacy of students who participate in VRCs. Self-efficacy, or the beliefs one holds about one’s own abilities in a given area, has been shown to have a strong influence on students’ career and educational interests, choices, and attainment. The purpose of this study was to investigate two research questions: (1) What factors influence VEX Robotics Competition participants’ self-efficacy? (2) What is the relationship between self-efficacy in VRCs and students’ interest in and choice of STEM majors? A cross sectional study was conducted utilizing Robinson’s Self-Confidence Survey for VEX Robotics Participants (SCSVRP) to measure VRC participants’ self-efficacy. In addition, the Post-Secondary Choices Survey was utilized to gather data about the relationship between VRC participants’ self-efficacy and their post-secondary educational choices. Study participants were recruited over a period of 3 years at state- and national-level VRCs, as well as through nationwide recruitment efforts assisted by the CREATE Foundation. A total of 390 students participated in the SCSVRP, while 28 students participated in the Post-Secondary Choices Survey. Correlation and regression analyses were conducted to investigate the relationship between several predictor variables and overall self-efficacy. Correlation analysis was conducted to investigate the relationship between VRC participants’ self-efficacy and their choice of major upon enrolling in post-secondary educational programs. The results indicated that VRC participants’ self-efficacy was primarily influenced by their biological sex and the number of seasons they had participated in VRCs. In addition, self-efficacy was correlated with students’ interest in choosing engineering majors, but not STEM majors more generally. Finally, a statistically significant relationship was found between self-efficacy and VRC participants’ actual choice of STEM majors, but not engineering majors specifically.

Submitted by Vanessa Christiane (referencia@ufersa.edu.br) on 2018-06-12T22:29:21Z No. of bitstreams: 1 JoséEBJ_DISSERT.pdf: 2413760 bytes, checksum: 9e1e30bba305a819e199ef6a4c820dc9 (MD5) / Approved for entry into archive by Vanessa Christiane (referencia@ufersa.edu.br) on 2018-06-18T16:55:30Z (GMT) No. of bitstreams: 1 JoséEBJ_DISSERT.pdf: 2413760 bytes, checksum: 9e1e30bba305a819e199ef6a4c820dc9 (MD5) / Approved for entry into archive by Vanessa Christiane (referencia@ufersa.edu.br) on 2018-06-18T16:56:56Z (GMT) No. of bitstreams: 1 JoséEBJ_DISSERT.pdf: 2413760 bytes, checksum: 9e1e30bba305a819e199ef6a4c820dc9 (MD5) / Made available in DSpace on 2018-06-18T16:57:07Z (GMT). No. of bitstreams: 1 JoséEBJ_DISSERT.pdf: 2413760 bytes, checksum: 9e1e30bba305a819e199ef6a4c820dc9 (MD5) Previous issue date: 2018-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In an empirical way, it can be seen that technologies applied to education are increasingly present in educational institutions, especially the presence of educational robotics. Educational robotics consists of an educational technology that proposes to make the teaching and learning process more effective, using theoretical knowledge that is applied in practice. One of the major reasons for the presence of robotics is its advantage of being able to work in any area, making use of the interdisciplinary approach. It has been used by several professional in the educational area, as a teaching tool aimed at solving low school performance and avoidance. But for this, it is necessary to carry out a complete planning with the methodology to be followed. In this context, the objective of this paper is to propose a development of educational robotics combined with software engineering, in this case using agile software methodology as a teaching tool for the development of robotics. In this way, analyzes were performed in both robotics and agile methodology, based on this, it was identified that the most appropriate methodology for application of this development is Extreme Programming (XP). Based on this, the methodology developed was applied in a public school with first year students of high school. Thus, to validate this development of XP, two case studies were elaborated. After the accomplishment of this work, it was verified that it is possible to use XP as a teaching methodology for robotics producing results such as: the development of logical reasoning and the development of computational thinking / De modo empírico, percebe-se que as tecnologias aplicadas à educação estão cada vez mais presentes nas instituições de ensino, de modo especial, verifica-se também a presença da robótica educacional. A robótica educacional consiste em uma tecnologia da educação que propõe tornar o processo de ensino e aprendizagem mais eficaz, para isso, utiliza-se de conhecimentos teóricos que são aplicados na prática. Um dos maiores motivos da presença da robótica na educação é a sua vantagem de poder trabalhar em qualquer área, fazendo uso da abordagem interdisciplinar. A mesma tem sido utilizada por vários profissionais da área educacional, como uma ferramenta de ensino em que visa à solução para o baixo rendimento escolar e evasão. Mas para isso, é necessário a realização de todo um planejamento junto à metodologia a ser seguida. Diante deste contexto, o objetivo deste trabalho é propor um desenvolvimento da robótica educacional combinado com a engenharia de software, neste caso utilizando a metodologia ágil de software como uma ferramenta de ensino para o desenvolvimento da robótica. Deste modo, foram realizadas análises tanto na robótica como na metodologia ágil, com base nisso, identificou-se que a metodologia mais adequada para aplicação deste desenvolvimento é o Extreme Programming (XP). Com base nisso, a metodologia desenvolvida foi aplicada em uma escola pública com alunos do primeiro ano do ensino médio. Sendo assim, para validar este desenvolvimento do XP, foi elaborado dois estudos de casos. Após a realização desse trabalho, foi constatado que é possível utilizar o XP como uma metodologia de ensino para a robótica produzindo resultados como: o desenvolvimento do raciocínio lógico e o desenvolvimento do pensamento computacional / 2018-06-12

Neste estudo apresento minha experiência com robótica nas aulas de Matemática da EMEF José Mariano Beck, desenvolvida durante os anos de 2007 e 2008. Ofereço um panorama da robótica na sociedade atual e caracterizo os termos robô, robótica e robótica educacional utilizados nesta pesquisa. Considero o estudo da robótica pedagógica e as implicações da utilização deste recurso, principalmente na mudança de concepção do papel do professor e do aluno nas aulas de matemática. Situo este trabalho na abordagem teórico-prática proposta por Ole Skovsmose, cujos cenários para investigação são pensados em paralelo com a sala de aula tradicional. O estudo se encerra com algumas relações entre a robótica e conceitos matemáticos explorados através de atividades práticas, além do relato de algumas repercussões desta experiência desenvolvida com a robótica nas minhas aulas de matemática. Também são pensadas algumas possibilidades futuras e o leitor deste trabalho é convidado a experimentar a robótica como um possível recurso didático e a construir seu próprio roteiro de experiências. / In this study, I present my experience with robotics in mathematics lessons at EMEF Jose Mariano Beck, developed during the years of 2007 and 2008. I offer a panorama of robotics in the current society and characterize the terms robot, robotics and educational robotics used in this research. I consider the study of pedagogical robotics and the implications of the use of this resource, mainly in the change of the conception of teacher's and students' roles in mathematics lessons. I situate this work in the Ole Skovsmose's theoretical-practical proposal, whose scenes for inquiry are thought in parallel with the traditional classroom. The study ends up with some relations between robotics and mathematical concepts, explored through practical activities, along with the report of some repercussions of this experience developed with robotics in mathematics lessons. Also some future possibilities are thought and the reader of this work is invited to try robotics as a possible didactical resource and to construct his own script of experiences.

This paper describes a method of integration between the control interface Arduino as a low cost technological base that has an appropriate degree of simplicity to be used by children, teenagers and people who are starting projects in robotics, automation and control devices. This study is based on prototypes developed in workshops and educational robotics classes at a school for elementary and middle level in the state of Alagoas. The results obtained through experiments using reusable materials, scrap and electronic components easy to purchase in the market, set of integrated circuits and used by teachers and students, software showed excellent results in terms of exploiting classes, interest, participation and improvements in knowledge given, according to the assessments made by questionnaires with students. / Este trabalho descreve um método de integração entre a interface de controle Arduino como base tecnológica e dispositivos de baixo custo que possuam um grau de simplicidade adequado para que seja usado por crianças, adolescentes e pessoas que estejam se iniciando em projetos de robótica, automação e controle. Este estudo se baseia em protótipos desenvolvidos em oficinas e aulas de robótica educativa em uma escola de ensino fundamental e médio do estado de Alagoas. Os resultados alcançados através dos experimentos realizados, usando materiais reaproveitáveis, sucata e componentes eletrônicos de fácil aquisição no mercado, em conjunto com softwares integrados e utilizados pelos professores e alunos, demonstraram excelentes resultados em termos de aproveitamento das aulas, interesse, participação e melhorias nos conhecimentos ministrados, de acordo com as avaliações feitas por meio de questionários com os alunos.

Neste estudo apresento minha experiência com robótica nas aulas de Matemática da EMEF José Mariano Beck, desenvolvida durante os anos de 2007 e 2008. Ofereço um panorama da robótica na sociedade atual e caracterizo os termos robô, robótica e robótica educacional utilizados nesta pesquisa. Considero o estudo da robótica pedagógica e as implicações da utilização deste recurso, principalmente na mudança de concepção do papel do professor e do aluno nas aulas de matemática. Situo este trabalho na abordagem teórico-prática proposta por Ole Skovsmose, cujos cenários para investigação são pensados em paralelo com a sala de aula tradicional. O estudo se encerra com algumas relações entre a robótica e conceitos matemáticos explorados através de atividades práticas, além do relato de algumas repercussões desta experiência desenvolvida com a robótica nas minhas aulas de matemática. Também são pensadas algumas possibilidades futuras e o leitor deste trabalho é convidado a experimentar a robótica como um possível recurso didático e a construir seu próprio roteiro de experiências. / In this study, I present my experience with robotics in mathematics lessons at EMEF Jose Mariano Beck, developed during the years of 2007 and 2008. I offer a panorama of robotics in the current society and characterize the terms robot, robotics and educational robotics used in this research. I consider the study of pedagogical robotics and the implications of the use of this resource, mainly in the change of the conception of teacher's and students' roles in mathematics lessons. I situate this work in the Ole Skovsmose's theoretical-practical proposal, whose scenes for inquiry are thought in parallel with the traditional classroom. The study ends up with some relations between robotics and mathematical concepts, explored through practical activities, along with the report of some repercussions of this experience developed with robotics in mathematics lessons. Also some future possibilities are thought and the reader of this work is invited to try robotics as a possible didactical resource and to construct his own script of experiences.

Made available in DSpace on 2014-12-17T14:56:11Z (GMT). No. of bitstreams: 1 CarlaCF_DISSERT.pdf: 4902610 bytes, checksum: 638d1ba0be0bc0683b14370711f79fe1 (MD5) Previous issue date: 2013-01-30 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / We propose a robotics simulation platform, named S-Educ, developed specifically for application in educational robotics, which can be used as an alternative or in association with robotics kits in classes involving the use of robotics. In the usually known approach, educational robotics uses robotics kits for classes which generally include interdisciplinary themes. The idea of this work is not to replace these kits, but to use the developed simulator as an alternative, where, for some reason, the traditional kits cannot be used, or even to use the platform in association with these kits. To develop the simulator, initially, we conducted research in the literature on the use of robotic simulators and robotic kits, facing the education sector, from which it was possible to define a set of features considered important for creating such a tool. Then, on the software development phase, the simulator S-Educ was implemented, taking into account the requirements and features defined in the design phase. Finally, to validate the platform, several tests were conducted with teachers, students and lay adults, in which it was used the simulator S-Educ, to evaluate its use in educational robotics classes. The results show that robotic simulator allows a reduction of financial costs, facilitate testing and reduce robot damage inherent to its use, in addition to other advantages. Furthermore, as a contribution to the community, the proposed tool can be used to increase adhesion of Brazilian schools to the methodologies of educational robotics or to robotics competitions / Propomos uma plataforma de simula??o rob?tica, denominada S-Educ, desenvolvida especificamente para aplica??o em rob?tica educacional, que pode ser usada como uma alternativa ou em conjunto com kits de rob?s em aulas envolvendo uso da rob?tica. Na abordagem usualmente conhecida, a rob?tica educacional utiliza-se de kits de rob?tica em aulas que geralmente contemplam temas interdisciplinares. A ideia deste trabalho n?o ? substituir esses kits, mas sim usar o simulador desenvolvido como uma alternativa, onde, por algum motivo, os kits tradicionais n?o possam ser usados, ou at? mesmo usar a plataforma em conjunto com esses kits. Para o desenvolvimento dos trabalhos, realizamos inicialmente uma pesquisa bibliogr?fica acerca da utiliza??o de simuladores rob?ticos voltados para a ?rea educacional, e de kits rob?ticos, a partir da qual foi poss?vel definir um conjunto de funcionalidades consideradas importantes para a cria??o de tal ferramenta. Em seguida, na fase de desenvolvimento de software, foi implementado o simulador S-Educ, levando em considera??o os requisitos e funcionalidades definidos na fase de projeto. Por fim, para validar a plataforma, foram realizados v?rios testes com professores, alunos e adultos leigos, nos quais foi utilizado o simulador S-Educ, visando avaliar a sua utiliza??o em aulas de rob?tica educacional. Os resultados mostram que simuladores rob?ticos possibilitam uma redu??o de custos financeiros, facilitam os testes e diminuem os danos, devido ao uso, no rob?, al?m de outras vantagens. Al?m disso, como contribui??o ? comunidade, a ferramenta proposta pode ser usada para aumentar a ades?o das escolas brasileiras ?s metodologias de rob?tica educacional, ou em competi??es de rob?tica