عنوان مقاله [English]
As widespread changes have occurred in the community, the use of technology has also expanded. To effectively prepare for and cope with evolving of this century we need to design and develop special curricula. Educational robotics is an advanced technology that requires special attention. In the past few decades robotics has attracted the attention of researchers and teachers as a valuable tool in developing cognitive / social skills of students and in supporting the learning of subjects in science, mathematics, language, and technology. The purpose of this paper is to explain the philosophical orientation and educational robotics foundations at the primary school level so that policymakers, engineers and curriculum developers can formulate curriculum models for implementation. In this research, educational robotics was analyzed and synthesized using the synthesis research method. Valid documents and research from the last four decades have been selected and categorized using a criterion-based purposive sampling technique. Synthesis findings indicate that robotics in schools work in two ways as an independent subject and as an educational enabler serving other topics. Logical justification of it is based on constructivist, including epistemological (personal and multidisciplinary), psychological (attention to motivation, creativity and etc.) and sociological foundations (interaction, predictability and etc.).
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