An experiment of social responsibility applied through a robotic ecology program based on three pedagogical phases was developed: (a) Social ecological intelligence, (b) Social scientific task, (c) Scientific reflection. A contaminated beach context was approached, from which elementary school students recycled waste to develop basic robotic prototypes. Knowledge, observation and reflection skills were modified. Similarly, environmental awareness was considered as an implicit construct in the reflection, which was developed during the ecological approach experience. Although the dimensions improved, the differences obtained in knowledge capacity were not significant in the group comparison.