Promoting problem-solving strategies through robotics activities in MINT mobil for primary school students in cycle 2.
MINT mobil is an initiative of the “Bildungsdirektion” in the Canton of Bern, which invites students in cycle 2 from third to sixth grade to spend a week experimenting and researching in a playful way with STEM topics, i.e. topics from science, technology, engineering, and mathematics. Behind this is the long-term goal of getting children excited about technical professions and reducing the lack of skilled workers in the Canton of Bern.
MINT mobil has started its tour in August 2021. The goal is to make an exciting learning experience available to every school in the canton up to and including the 2027/2028 school year. In terms of content, the MINT mobil is equipped with six subject areas (Electricity, Energy, Bodies, Optics, Substances, and Robotics). It includes a truck, a tent with 14 experimental stations, and a collection of 13 MINT class boxes containing the materials for the week’s accompanying lessons. It is a week in which the timetable is ideally suspended and the atmosphere is brimming with an exploratory spirit filled with experimenting, wondering, tinkering, testing, checking, but also an occasional frustration and perseverance, but finally pride and joy when solutions are found and things start to work.
A team of the EPFL Center LEARN (Sophia Reyes, Evgeniia Bonnet, Francesco Mondada, Jessica Dehler Zufferey) in collaboration with Urs Wagner of the PHBern designed a “Mars Station” in the tent and a “Moon Mission” as a computer science MINT box. Children take on roles of engineers who have the task of controlling various experimental systems with robots on Mars and Moon. At the end, pupils solve a large collaborative mission with the Thymio robot. During the week, skills needed to solve the mission are developed step by step in small groups. Children do not only learn about real problems in computer science. They also immerse themselves in the specific way of thinking and working using digital tools like the robots. All this happens in a playful and child-friendly way.
After an initial deployment phase of one year, the “Mars Station” in the tent and the “Moon Mission” of the computer science MINT box have been studied in this project by Susanne Grabowski. The project progressed through four stages:
1. Data Collection on Current Interventions
The project successfully conducted systematic data collection during the MINT mobil week, involving 191 students from nine schools in the Canton of Bern. Using questionnaires, researcher booklets, observations, and interviews, the study gathered insights into student learning behaviors, problem-solving strategies, and teacher experiences. The data collection was designed to measure both cognitive (computational thinking) and affective (motivation, engagement) learning outcomes. A well-balanced gender distribution (94 girls, 97 boys) allowed for meaningful comparisons, particularly regarding gender differences in STEM learning.
2. Analysis of Learning Outcomes
A thorough quantitative and qualitative analysis of the collected data revealed significant learning gains in self-assessed computational thinking and robotics skills. The effect size of 0.98 indicates a strong impact, with girls showing an equivalent improvement (1.06) compared to boys (0.95). Students shifted from random guessing (-0.54 effect size) to structured problem-solving strategies, such as trial-and-error experimentation (+0.54 effect size) and peer collaboration (+0.78 effect size). The high student motivation (84% expressed a desire to continue programming) confirms the success of the intervention in fostering long-term interest in robotics and computational thinking.
3. Refinement of Teaching Materials
Based on the analysis, significant adjustments were made to the MINT Box teaching materials to enhance clarity, scaffolding, and student engagement. Key refinements included:
• Simplified and structured instructional materials to improve accessibility.
• Differentiated learning pathways to accommodate varying skill levels.
• Additional teacher support resources, including an updated teacher dossier with best practices and troubleshooting guidance.
• Revised assessment tools, ensuring better alignment with learning objectives.
The modifications ensure that the «Moon Mission» robotics curriculum is more effective, adaptable, and engaging for both students and educators.
4. Expansion into STEAM Activities
The project successfully explored the integration of art into robotics education, pushing the MINKT (MINT + Kunst) approach. A set of activities based on the Thymio robot have been designed to promote creativity through robotic movement art, kinetic sculptures, and programmable geometric designs. Inspired by Bauhaus principles and digital art pioneers, this interdisciplinary approach provides new entry points for students with artistic inclinations.
The BeLearn project successfully translated its research findings into classroom practice through MINT mobil, an initiative that integrates robotics and computational problem-solving into the primary school curriculum in the Canton of Bern. The project implemented the Thymio robot-based «Moon Mission», which consists of nine progressively complex modules, allowing students to develop programming and problem-solving skills. A total of 191 students and 13 teachers from nine schools participated in the study, which combined hands-on robotics activities with structured teaching materials in classrooms. The program was embedded within a week-long intervention where students engaged in structured challenges, culminating in a collaborative robotics task. The implementation was supported by teacher training sessions, ensuring that educators could effectively facilitate these activities and adapt lessons based on classroom needs. The results participate to an action that continues running in schools of canton Bern.
The project also expanded beyond STEM to STEAM by incorporating artistic elements into robotics education, leading to the MINKT (MINT + Kunst) approach. This was realized through the development of specific activities based on Thymio, inspired by Bauhaus principles and computational art pioneers. Students used robotic movement and programmed drawing algorithms to explore geometric and visual patterns. Several interdisciplinary teaching units were prototyped, including kinetic sculptures, programmable movement art, and interactive light-based installations. This innovative extension provided new entry points for students with artistic inclinations, increasing engagement and diversifying the learning experience.
Prof. Dr. Martin Dobricki
