This article presents a Artie Max educational mobile robot can be used as an educational tool from an early age, with the goal of experimental learning and a pr This article presents a Artie Max educational mobile robot can be used as an educational tool from an early age, with the goal of experimental learning and a pr

To foster STEM education and the application of interdisciplinary approaches and research methods in teaching, well-chosen thematic units can serve as an effective foundation. This paper aims to present an interdisciplinary lesson unit, integrated with research methods, titled "Little Cartographers". The unit establishes a multidisciplinary framework connecting the following academic disciplines: Mathematics, Bulgarian Language, Informatics, Computer Modelling, Art, History, and Geography. It features a series of student tasks designed around project-based and research-oriented learning approaches. The applied tasks, which lead students to derive scientific findings, form the basis for building core scientific competencies and developing scientific literacy. This methodology represents a strategic fit for promoting active learning. It engages various hierarchical levels of Bloom's Taxonomy and creates a supportive intellectual and emotional environment conducive to cultivating research skills in the school setting.

The developed omnidirectional mobile manipulator is an educational omnidirectional mobile manipulator that utilizes the Raspberry Pi Pico W and is programmed in Python. It is designed to enhance STEM education by providing an interactive environment for studying robotics, sensor integration, and programming techniques. The robot is built on an off-the-shelf chassis equipped with Mecanum wheels and a robotic arm actuated by servo motors. As part of this project, the control electronics were designed and implemented to enable seamless operation. While the platform allows students to program the robot as part of the STEM curriculum, our base software solution, developed in Python, provides control of both the mobile base and the robotic arm via a web interface accessible through the robot’s Wi-Fi hotspot.

This paper explores the potential of the Ozobot EVO mobile robot as an educational tool for teaching Python programming. While the robot is currently designed for younger students through color and block programming, it is not yet widely utilized for teaching text-based coding. The Ozobot’s compatibility with Python presents a valuable opportunity for students to visualize their programming concepts through the robot’s actions, offering a more engaging alternative to console-based learning. The increasing use of the Raspberry Pi, a single-board computer programmed in Python, has necessitated the inclusion of Python in the curriculum. However, students often find learning Python challenging and demotivating. To enhance STEM education and student motivation, this paper proposes sample Python code for the Ozobot EVO, aiming to encourage educators to integrate the robot into their teaching. I suggest some Python code examples for the Ozobot EVO. This is to help educators see how they can use the robot in their lessons. Specifically, code examples for controlling motion, sound, light, and combinations of these functionalities are presented. When students see the robot react immediately to their code, they can understand programming ideas much better than just seeing text in the Python console. The Ozobot EVO mobile robot offers a solid foundation for learning Python programming.