INTEGRATION OF THE STEM APPROACH THROUGH LEGO WeDo 2.0: CONSTRUCTION AND BLOCK-BASED PROGRAMMING OF A ROBOT-DOLPHIN IN THE FIRST GRADE OF PRIMARY EDUCATION
INTEGRATION OF THE STEM APPROACH THROUGH LEGO WeDo 2.0: CONSTRUCTION AND BLOCK-BASED PROGRAMMING OF A ROBOT-DOLPHIN IN THE FIRST GRADE OF PRIMARY EDUCATION

Summary/Abstract: The purpose of this article is to present a developed and implemented STEM lesson in a real educational environment using LEGO WeDo 2.0, focused on constructing and block-based programming of a robot-dolphin for first-grade students in the primary stage of education in the Republic of Bulgaria. The methodology includes a 90-minute lesson titled „Robot-Dolphin: Swimming on Dry Land“, structured in six stages: engagement, demonstration, construction, programming, robot-dolphin play-competition, and reflection. LEGO WeDo 2.0 kits, laptops with a block-based interface, and a simulated environment (blue fabric) are used, while encouraging teamwork, role rotation, and the execution of gamified tasks. Observation results from implementing the interactive lesson with 12 students (aged 7–8) show 92% active engagement, 80% retention of biological facts about dolphins, 75% understanding of mechanical construction components (pins, beams, motors), and 65% preference for competitive game elements. The conclusions confirm the effectiveness of combining physical construction and block-based programming for developing logical thinking, fine motor skills, and social competence within a constructivist framework (Piaget, Vygotsky). Integration into curricula is recommended, with emphasis on teacher training in LEGO Education, adaptation for online environments, and assessment through portfolios. Additional data indicate scalability toward sustainable education via thematic projects with animal species, supported by Prof. Dr. Sc. M. Alexieva (2025) from Burgas Free University, Bulgaria: „LEGO Education transforms learning into an active process of knowledge creation“. The lesson is aligned with the cognitive developmental stages of first-grade students, using visual and tactile stimuli to activate zones of proximal development (ZPD). Empirical observations highlight conflict reduction in teams through role rotation and increased motivation via competitive elements. Block-based programming enables experimentation with parameters (speed, duration, sound), fostering critical thinking and error correction. The integration of ecological facts about dolphins (breathing, echolocation) links engineering with natural sciences, creating contextual learning. The method is suitable for classes with diverse composition, as it allows differentiation by skill level. Future research may explore long-term effects on STEM interest and comparative analyses with other thematic models. The approach also promotes environmental awareness through interdisciplinary connections with biology in engineering tasks. Data from post-lesson interviews with students show that 83% express interest in future robotics activities. This model can be adapted for other endangered species to support biodiversity education.

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