Educational Robotics Between Narration and Simulation

This contribution wants to show two of the different approaches to Educational Robotics: narration and simulation. One can be independent from another, but they can be put in a sequence made of two steps: first, the creation and organization of a story, then its realization on a stage, where the robot represents a character in the story itself and acts in the real world. You move from a flexible phase (narration) to a rigorous one (simulation).Robotic experiences in educational contexts are particularly important, not only as mediators for activities in disciplinary fields, but also as tools for activating abilities through a didactic approach based on action. According to Varela, Thompson and Rosch (1991), objects are not seen by extracting characteristics from the visual system, but through the visual guide of action. Robotics allows recognizing the world by living, not by observing or listening to stories. Robotic, thus, becomes Educational: you can move from the observation of a device to the immersion in the device itself; through the device, moreover, knowledge can be developed from the awareness of the real world's segment you are exploring.