EXPERIENCING KNOWLEDGE CONSTRUCTION OF STUDENTS IN THE FIELD OF INDUSTRIAL ROBOTICS OF THE DIE-UdeSantiago de Chile 1

This paper describes the process that enabled the assessment of experiencing knowledge construction processes in simulation research on robotic manipulators by students in a course of Foundations of Industrial Robotics in engineering, based on design and implementation of a simulation environment of actual robotic manipulators. In general, this research favored inductive learning and learning by guided discovery by students, ensuring the design and experimentation of a number of didactic situations that allowed them to build their knowledge. For this reason, this research considers cognitivist theories of teaching and learning, demanding – from the students – greater intellectual activity and sharpening their sensory characteristics. Within this context, the mistakes made during the learning process are seen as an important factor in the knowledge construction process, because being wrong motivates the student to try different alternative solutions. Some of the studied learning situations are the following:  Integration of different areas of knowledge, because robotics is a multidisciplinary science.  Operations with objects that may be manipulated, favoring the transition from abstract to concrete.  Appropriation of graphic language, as if it were mathematical language.  Operation and control of different variables in a synchronic manner.  Systematic thought development.  Constructing and testing students’ own knowledge acquisition strategies through pedagogical orientation.