Navegando por Assunto "Robótica"

Agora exibindo 1 - 13 de 13

Uma abordagem da robótica sustentável para o ensino de química
(2018-08-29) Albuquerque, Edson Severiano de; Leão, Marcelo Brito Carneiro; Souza, Rodrigo Baldow de; http://lattes.cnpq.br/7464451242948613; http://lattes.cnpq.br/2437159839645198; http://lattes.cnpq.br/7276831284746984
This essay analized a pedagogical pratice with a sustainable robotics in chemis-try teaching, observing how this work could contribute with teaching and learning of topics discussed in the following activity. Some meetings up were realized with 9th grade elementary school student from a private school in order to discuss some chemistry topics related to enviromment education. An eletronical waste collection was done in the neighborhood and these things were used by the students in the de-velopment of three prototypes. After these artifacts building, a questionnaire was aplied to the students and their results were categorized and organized in charts, and later analized. This activity made the students undestand better the problems of dis-posal eletronical waste, promoting, in addition, some solutions, and could enable a praticing where the students learned the real chemistry that many times has been studying only in theory.
Um algoritmo para geração de Navigation Meshes em mapas bidimensionais homogêneos: uma aplicação no jogo Dragon Age: Origins
(2019) Costa, Ingrid Danielle Vilela; Bocanegra, Silvana; http://lattes.cnpq.br/4596111202208863; http://lattes.cnpq.br/6113606913639280
In the field of electronic gaming and more recently in robotics, autonomous agent soften need to repeatedly solve the problem of searching for the smallest path. This need can eventually consume a lot of resources and demands optimizations to make these searches more efficient. Such optimizations may include improvements in search algorithms, map representation, data structures used. This work presents an optimization for search algorithms based on the reduction of the search space by means of an automatic Navigation Meshes generation algorithm which are networks of walka blemap areas implying in a reduction of the search space and consequently improving the search processing time. The generation of Navigation Meshes is a problem with no consolidated solution. To prove the heuristic, path finding problems were solved on 156 benchmark maps. The path findings were performmed by the A* algorithm and the solutions were compared between the original maps and the optimized ones. An average search space reduction of 97.42% was achieved, with a standard deviation of 0.026and the search had an average marginal reduction in execution time of 46.76%.
Aplicativos educacionais para dispositivos móveis
(Universidade Federal Rural de Pernambuco (SEDE); Departamento de Estatística e Informática, 2011) Melo, Jeane Cecília Bezerra de
Soluções computacionais surgem nas diversas áreas do conhecimento, e cada vez mais figuram no cotidiano de nossa sociedade. Além de dispositivos computacionais tradicionais, observamos a disseminação dos dispositivos móveis, como tablets, ampliando as possibilidades de utilização de produtos computacionais. Para alcançar um segmento não especialista da sociedade faz-se necessário o desenvolvimento de novas metodologias de ensino que permitam a introdução de tais conceitos no ensino de nível médio, e introdução do pensamento ccomputacional. Este contexto suscita a discussão recursos didáticos, técnicas e ferramentas usadas na apresentação dos conteúdos, buscando a melhoria na qualidade do processo. Recentemente, o governo buscou equipar as escolas com dispositivos móveis (tablets) e mesmo kits de robótica. A previsão é que um total de 283 escolas públicas sejam contempladas em 2012 com tais kits, vinculadas ao projeto denominado Ensino Médio Inovador. Diante deste panorama, o atual projeto visa propor o desenvolvimento de ferramentas educacionais para dispositivos móveis, incluindo aplicativos para os kits robótica, e disseminar tal conhecimento entre as escolas participantes do ensino médio inovador. Metodologias de ensino que auxiliem a ampliar a utilização de tais recursos serão difundidas entre as escolas atingidas pelo Ensino Médio Inovador, buscando treinar professores e estudantes participantes.
Criando equipes de robótica
(Universidade Federal Rural de Pernambuco(UAG); Unidade Acadêmica de Garanhuns., 2011) Araujo, Alberto Einstein Pereira de
A robótica vem se consolidando cada vez mais como uma grande área que envolve muitos temas de pesquisa. Recentes avanços da microeletrônica associados à computação e a diversas outras áreas como a neurociência vêm deixando claro que estamos na porta de uma nova revolução tecnológica associada a automação de processos cotidianos. Neste contexto, observa-se já há algum tempo que muitas escolas vêm se utilizando de metodologias que envolvem robótica em suas aulas. O uso de kits robóticos têm se demonstrado ferramentas muito úteis no ensino e motivação para a ciência em estudantes do ensino médio e fundamental. Nesse projeto pretendemos estimular e acompanhar a criação de equipes de robótica em escolas da rede pública do município de Garanhuns. Esse trabalho fica em sintonia com recente programa do governo do estado de Pernambuco de inserir kits robóticos nas escolas. Pretende-se assim contribuir com esse programa maior, envolvendo a universidade como apoio para o seu sucesso. Durante o projeto o estudante bolsista irá orientar de perto equipes de robótica em três escolas da rede pública local. Cada equipe deverá ser montada dentro das normas da maior competição de robótica do país a First Lego League (FLL).
Ensino e aprendizagem de lógica de programação com linguagem visual em blocos no 5º ano do ensino fundamental
(2020) Lima Filho, Manoel Pereira de; Diniz, Juliana Regueira Basto; Miranda, Ana Clara Cavalcanti de; http://lattes.cnpq.br/9454892742755108; http://lattes.cnpq.br/0175193064988810; http://lattes.cnpq.br/5986038272786137
In this research paper we present some technological solutions and learning theories for a technologically digital education. We have shown that education can accompany and appropriate technologies, aligning formal education with the social and temporal context, allowing for a more meaningful teaching and learning process, taking care not to transform technology-based education into technical education, dissociated from context and meaning for the students. Having the constructionist approach defended by educators like Seymour Papert, who proposed and developed a theory derived from constructionism called constructivism, having instrumentalized his ideas by developing, together with other researchers, a programming language that provides a technological learning for the understanding of programming. computers by children in a critical and constructivist manner. Thus, we describe some tools based on the original ideas of Seymour Papert and his technological developments. These tools use block visual languages to build multimedia-enabled programs, making games possible or building mobile applications. We have come up with a commercial solution for educational robotics application called Lego Mindstorms EV3. We depart from the theoretical approach and carry out a case study that demonstrates the application of educational robotics to the teaching of programming logic using visual block programming applied to students of the 5th gradeof elementary school, demonstrating the proposed challenges, the respective results achieved by the students. , as well as participants' perceptions, describing their feedback, which may be an important report for improvements in the application of programming classes with educational robotics and future work. Thus, in this work an exploratory research was carried out demonstrating the main tools for the teaching of programming logic that use a visual approach in programming blocks, being defined a technological education tool that allowed the creation of robotic structures that can be programmed and practical experiments, providing a theoretical and practical approach to teaching and learning programming logic.
Um estudo comparativo entre metodologias ativas para desenvolvimento de habilidades de pensamento computacional no ensino de robótica
(2022-02-16) Lima, Huan Christopher José de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/2033883465489052
With the inclusion of teaching of computing in basic education, through a Resolution that instituted and guided the implementation of the Common National Curricular Base (know as BNCC in Brazil) application of computational thinking and robotics for basic education will be more and more presents as compatible didactic resources with increasing skills and society's abilities to awaken the student as an agent capable of analyzing and investigating the adversities of the present day, which is immersed in technological solutions.In this sense, we seek in this study to analyze the progress of two classroom groups during the learning of computational thinking, using a robotics kit as an educational tool, taught through two active teaching methodologies: gamification, in the morning class, and learning based in problematics, in the afternoon class. In order to understand the students' evolution level and thus be able to compare the two methodologies, a pre-test was applied in the first class and a post-test in the last class in both classrooms. Both the pre-test and the post-test contain the same twenty questions and to solve them, the students used the concepts of the four pillars of computational thinking. From the data collected, we can understand that the level of students' knowledge absorption in activities that require decomposition, pattern recognition, abstraction and algorithms can vary from pillar to pillar, not only according to the active methodology used in the course, as also with adverse factors such as the age of the students, since students under twelve have abstract thinking still in the development.
Kit educacional como facilitador do processo de ensino aprendizagem na construção do conceito de biomas brasileiros
(2023-04-19) Silva, Ana Carolina Soares; Couto, Janaína de Albuquerque; http://lattes.cnpq.br/7709040837130788; http://lattes.cnpq.br/4797438152053136
The active methodology is a tool that seeks the best ways to put knowledge production into practice, it is considered something completely different from what we find today in educational institutions. Therefore, the curriculum must be organized to allow the school to successfully play its role in training students and to achieve its objective. The use of these methodologies can favor the student's autonomy, arousing curiosity, stimulating individual and collective decision-making, arising from the essential activities of egalitarian practice. The objective of this work is to analyze the contributions of an educational kit for the construction of concepts about Biomes, in the perspective of an active approach. The methodological proposal is a qualitative research of an interpretative nature, with students of the third year of high school in a State Technical School in Gravatá. The intervention was based on the Kelly Experience Cycle - CEK, which breaks down the intervention into 5 stages: anticipation, investment, meeting, validation and constructive review. Furthermore, before the CEK, the Verification Questionnaire Before the Action (QVA) was applied and when the CEK was concluded, the Verification Questionnaire After the Action (QVP) was applied, these questionnaires being the documents analyzed in this research. From the results, we observed advances in relation to the construction of concepts, not only about biomes, but also concepts about greenhouses and endemic species. Therefore, the use of educational kits aimed at the study of biomes contributed significantly to the students' teaching and learning process.
Movimentação de um robô uniciclo utilizando controladores PID discretos
(2021-07-20) Mei, Filipe Peticor; Medeiros, Victor Wanderley Costa de; Gonçalves, Glauco Estácio; http://lattes.cnpq.br/6157118581200722; http://lattes.cnpq.br/7159595141911505; http://lattes.cnpq.br/2113269128469015
Autonomus robots are those who are able to complet tasks and goals in unstructured enviroments. One of the main goals of these type of equipment is to complet tasks that are considered to be repetitive, dangerous or impracticable to humans, beign used in domestic or industrial environments. To reach that goal, it’s essencial that the autonomous robot has a good location system. Various types of trajectory system control algorithms are proposed and the PID control is one of the classical controls that are popular in many aplications, making it possible to use it as a navigating system. Therefore, this reasearch proposes the development of a robot prototype, to asses how a digital control PID assists the development of it’s movement.
A robótica e o desenvolvimento da inteligência emocional na escola: um estudo de caso na construção de um projeto realizado no 3º ano do ensino fundamental
(2019) Bratcher, Maria Aparecida de Barros Correia; Oliveira, Robson Santos de; http://lattes.cnpq.br/4215662836134397; http://lattes.cnpq.br/5015384756516075
The present work aims to research, compare and discuss the use of Educational Robotics teaching, seeking to evaluate the perception, learning and development of Emotional Intelligence in the aspects of Empathy and Social Aptitude. The general objective of the research was to investigate how Pedagogical Robotics stimulates the development of Emotional Intelligence skills (Social Ability and Empathy Skills) in students of the 3rd Year of Elementary School in the construction of a project carried out in the classroom. It was based mainly on studies by Seymour Papert on Educational Robotics and Daniel Goleman on Emotional Intelligence. The qualitative field research was carried out in a class of the 3rd grade Elementary School of the Presbyterian College XV of November in Garanhuns-PE, observing the pedagogical proposal of Educational Robotics (LEGO Education - WEDO 2.0 from Viamaker). The observation was based on the activities proposed in the project booklet that explores the Alligator Prototype Challenge, an interdisciplinary class with contents of the school curriculum focused on science. As results obtained it was demonstrated that the skills of Emotional Intelligence were presented in the stages of the methodology of Educational Robotics. Thus, the cognitive and emotional stimulation by which they favor the interpersonal relations and the socialization of the students was evidenced, becoming important in their formation throughout the life.
A robótica educacional como ferramenta mediadora em uma formação continuada com professores de ciências à luz da teoria da atividade
(EDUFRPE, 2022) Silva, Ivoneide Mendes da; Leão, Marcelo Brito Carneiro; Silva, Viviane Barbosa da
Teabot: Robô para treinamento de expressões faciais emocionais para pessoas com Transtorno do Espectro do Autismo
(2019) Santos, José Antônio Pedro dos; Souza, Ellen Polliana Ramos; http://lattes.cnpq.br/6593918610781356; http://lattes.cnpq.br/6708636452559673
Actually, there is one case of autism for every 110 people in the world, and it is estimatedthat in Brazil there are about 2 million individuals with autism. Autistic Spectrum Disorder ischaracterized by persistent deficits in social communication and social interaction in multiplecontexts; individuals with this disorder have difficulties in their emotional awareness, resultingin a condition that known as Alexithymia, characterized by the difficulty in identifying anddescribing feelings, this condition affects 50% of the autistic population. In this way, it ispossible to use treatments such as behavioral analysis, occupational therapies, speech therapist,physiotherapy, aimed to reducing the symptoms caused by this disorder. On the other hand, itis possible to see in the literature robots that is capable of interacting with autistic individuals,aiming at improving some specific skill of these people, these robots are called socially assistive.In this sense, this work aimed to develop an assistive social robot capable of training therecognition and representation of the six universal facial expressions in children and adolescentswith autism, and have difficulties in performing these expressions. The robot developed in thiswork have a non-humanoid characteristics, and still have audiovisual resources. All the physicaland logical components are controlled by a Raspberry Pi 3 and implemented a system to representthe six universal facial expressions, which incorporated the facial recognition system. Threedifferent versions of the robot were developed. Finally, two experiments were developed, witha total of 19 participants, in 19 days dedicated to the execution of the experiments, more than50 sessions were carried out with the participants, reaching a little more than 1000 minutes ofinteraction with the individuals and, captured more of 15 thousand images by two versions ofTEABot. Based on the analysis of the results obtained with the execution of the experiment,it became possible to identify that the participants presented greater difficulty in imitatingexpressions of sadness, anger, disgust and fear. According to the experiments carried out and theinformation collected with the parents of the participants, it became possible to gather evidencethat the TEABot robot is able to train facial expressions in people with difficulties in representingand recognizing these emotions.
O uso de metodologias ativas de ensino associada à robótica educacional com alunos do Ensino Fundamental: relato de uma experiência
(2020-11-04) Cupertino, Gabriela Barbosa; Barros, Abner Corrêa; http://lattes.cnpq.br/3825998752196688; http://lattes.cnpq.br/6157059647848581
The active teaching methodologies are teaching-learning approaches that are characterized by leading the student to assume a greater role in the dynamics of knowledge acquisition, so that the teacher starts to act no longer as a greater holder of information and knowledge but as a facilitator and mediator of this process. In this approach, the student is encouraged to participate actively in the construction of knowledge through the search for solutions to relevant problems in his life context and through constant exercise of critical sense. The objective of this monograph is to bring a critical account of the use of active teaching methodologies (Problem Based Learning, Peer Learning and Maker Movement) associated with technological tools (Educational Robotics and Design Thinking) in an elementary school in the rural area of the Vitória de Santo Antão - PE. Both the pedagogical methods used and the impact of using these methodologies on the performance and school experience of the students involved will be analyzed. The results observed in this throughout process allowed us to conclude that the adopted methodologies provided students with gains in areas that went beyond the simple acquisition of academic knowledge, with significant improvements in the capacity for socialization, teamwork and in the construction of critical and questioning thinking.
Verificação eficiente de robôs educacionais
(2021-03-03) Correia, Lucas Francisco Pereira de Gois; Nogueira, Sidney de Carvalho; http://lattes.cnpq.br/9171224058305522; http://lattes.cnpq.br/1957154709677653
Educational robotics is an area of growing interest within educational institutions. Due to it's low cost, program environments for virtual robots have been developed to support the teaching of computing, programming and robotics concepts. The main debug tool available in such environments is the simulation of the robot within a virtual map. Debugging is performed by observing the robot moving across the map: it is not possible to analyze automatically if a program will manage to conclude a specific objective. Approaches to automatically analyze virtual robots are an important teaching tool for an eficient and accurate evaluation of robots. The objective of this project is to improve an automatic verification approach of robot programs. This approach translates programs in the ROBO language to the formal notation CSP and uses the FDR model checker to automatically analyze the program's behavior. The result returned by the model checker is used to inform if the analyzed program has the expected behavior. The main improvement proposed by this project is the implementation of a ROBO to CSP translator that generates a more eficient CSP model to be analyzed, if compared to the model produced by the previous translator. We could observe, through empirical evaluation, a significant reduction in the time to analyze the CSP models obtained from the new translator. The proposed translator presents an almost constant analysis time for the maps considered in the empirical evaluation, while analysis time of the models produced by the previous translator shows an exponential growth in relation to the map's size where the program is analyzed. Another contribution of this work is that the new translator accepts ROBO programs with any command of the language, while the previous translator could only deal with a subset.