F3-AS2-1 - Science and Technology Educational Quality Scaling in Spain

3. Research Full Paper
Pedro Plaza1 , Manuel Blázquez1, María Jesús Labarias2, Juan Pedro Franco2, Felix Garcia-Loro1, Elio Sancristobal1, Sergio Martin1, Clara Perez1, Gabriel Diaz1, Manuel Castro1, Blanca Quintana1
2 Science World, El mundo de la Ciencia

At the end of 2013, Spanish government released an Organic Law for Education-al Quality Improvement (LOMCE). This Educational Law provides a guide with the aim of getting information about the changes which this law implies and what is impacted. This guide includes a set of measures with the aim of guarantying that students can acquire and express their talents. Additionally, they can reach their personal and professional development. All of this based on gender equality opportunities. Education curriculum simplification Is also included. Additionally, it includes a set of measures to the get Spain into a better international education position and to converge into educational European objectives focused in the Europe Strategy 2020. This article describes the goals, assumptions, and under-lying logic about Spanish legislation change has impacted on science and technology education. The aim of this study is to get the learning technologies to drive science and technology education to students. This study includes an analysis of international scope, local scope in the modifications of the Spanish educational legislation and data on the actions of different educational agents in Spain. Several educational centers emerged, and other, which already was present, have been growing. In the last years, educational institutions had the need to prepare their teachers for science and technology knowledge.  Several experiences have found robotics as a powerful tool to provide science, technology, engineering and mathematics knowledge. Along this article, this topic is also analyzed. In this context, several educational centers and robotic educational tools commonly used nowadays are summarized. Additionally, the analysis of different use cases has been included as part of this study. On the one hand, cases related to the formal education of Spanish educational centers and how the educators of such centers have perceived the change. On the other hand, a specific analysis of a Non-Official Education Centre is included. Thus, as part of the conclusions included in this article, this paper provides the impact of educational scaling improvement in Spain and a set of robotic educational tools to be ad-dressed for classroom. Finally, a series of proposals for future lines of work and actions to be carried out through experiences that validate the hypotheses put forward and the results obtained throughout this research are included.