The Wheels on the Bot Go Round and Round: Robotics Curriculum in Pre-Kindergarten

Autor/inn/en	Sullivan, Amanda; Kazakoff, Elizabeth R.; Bers, Marina Umashi
Titel	The Wheels on the Bot Go Round and Round: Robotics Curriculum in Pre-Kindergarten
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 12 (2013), S.203-219 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Robotics; Preschool Children; STEM Education; Magnet Schools; Urban Schools; Programming; Recycling; Interviews; Video Technology; Photography; Observation; Teacher Surveys; Computer Software; Programming Languages; Design; Qualitative Research; New York + Suchen Sie Ihr Suchwort? Robotertechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; STEM; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Programmierung; Interviewing; Interviewtechnik; Fotografie; Beobachtung; Qualitative Forschung
Abstract	This paper qualitatively examines the implementation of an intensive weeklong robotics curriculum in three Pre-Kindergarten classrooms (N = 37) at an early childhood STEM (science, technology, engineering, and math) focused magnet school in the Harlem area of New York City. Children at the school spent one week participating in computer programming activities using a developmentally appropriate tangible programming language called CHERP, which is specifically designed to program a robot's behaviors. The children used CHERP to program "Robot Recyclers" that they constructed using parts from LEGO® Education WeDo™ Robotics Construction Sets. The Robot Recyclers were designed to help carry, push, and/or sort recyclable materials found in the classroom. Researchers were participant-observers in the robotics lessons over the course of curriculum implementation. Each lesson was taught by the researchers, with classroom teachers present in order to facilitate classroom management and assist with small group work. A combination of interviews, video, photographs, and classroom observations were used to document the students' experiences. Classroom teachers were also interviewed and asked to complete anonymous pre and post surveys. Results from this study provide preliminary evidence that Pre-Kindergarten children can design, build, and program a robot after just one week of concentrated robotics work. Additionally, results indicate that teachers were able to successfully integrate robotics work into their classrooms that included foundational math and literacy concepts while also engaging children in the arts. However, this study also highlights the difficulties and challenges that must be considered before implementing a robotics curriculum into a Pre-Kindergarten classroom, including opportunities for one-to-one adult assistance during building and programming activities. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.us/icarus/journals/jiteiip
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10