Developing a Robotics Program to Support Students' Computational Thinking: A Design-Based Study

Autor/inn/en	Cai, Qijie Vicky; Hong, Huili; McNary, Scot W.; Song, Liyan
Titel	Developing a Robotics Program to Support Students' Computational Thinking: A Design-Based Study
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 67 (2023) 6, S.965-976 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-023-00907-0
Schlagwörter	Program Development; Robotics; Computation; Thinking Skills; After School Programs; Elementary School Students; Middle School Students; Program Evaluation; Program Effectiveness + Suchen Sie Ihr Suchwort? Programmplanung; Robotertechnik; Denkfähigkeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Programme evaluation; Programmevaluation
Abstract	To broaden participation in robotics education, a free, after-school robotics program has been designed and developed at a public university. As part of a longitudinal study, this paper reports the first iteration of the program, offered to 12 students from Grades 3 through 7 in spring 2022. Three preservice teachers were trained as co-facilitators. Applying the design-based research methodology, we conducted a literature review to identify preliminary design principles for the robotics program, applied these principles to design specifications, and implemented the program with its first cohort of students. Quantitative and qualitative data were collected from multiple sources. Findings reveal that students had positive program experience and demonstrated improved computational thinking (CT), but more scaffolds were needed to support the development of more advanced CT skills. Implications for future program design and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01