A critical reflection on the expectations about the impact of educational robotics on problem solving capability

This paper discuss the outcomes of an experimental course we run during the 2016-17 school year in two secondary junior schools. The aim of the experiment was to validate the use of educational robotics as a mindtool, investigating the impact of robotics on problem solving capability. The course lasted about four months and it was evaluated through a self-assessment with pre and post-activity questionnaires. The emerged results encouraged us to reflect about the role of metacognition and the importance to take it into account for the evaluation of problem solving. In the paper, the activity with the students is described and the analysis of the pre and post-activity questionnaires are discussed and conclusions are drawn