Implementing a Robotics Curriculum in an Early Childhood Montessori Classroom

Autor/inn/en	Elkin, Mollie; Sullivan, Amanda; Bers, Marina Umaschi
Titel	Implementing a Robotics Curriculum in an Early Childhood Montessori Classroom
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 13 (2014), S.153-169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Robotics; Montessori Method; Case Studies; Curriculum Development; Social Sciences; Mixed Age Grouping; Surveys; Interviews; Electronic Publishing; Diaries; Elementary School Teachers; Grade 1; Grade 2; Grade 3; Elementary School Students; Faculty Development; Knowledge Level; Pretests Posttests; Teaching Methods; Programming; Engineering; Mixed Methods Research; Massachusetts + Suchen Sie Ihr Suchwort? Robotertechnik; Montessori pedagogics; Montessori-Pädagogik; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Jahrgangsübergreifende Gruppe; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Elektronisches Publizieren; Diary; Tagebuch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Programmierung; Maschinenbau; Master-Studiengang
Abstract	This paper explores how robotics can be used as a new educational tool in a Montessori early education classroom. It presents a case study of one early educator's experience of designing and implementing a robotics curriculum integrated with a social science unit in her mixed-age classroom. This teacher had no prior experience using robotics in the classroom beyond a three-day professional development workshop. The case study was constructed by collecting data from surveys, interviews, and a personal blog written by the teacher documenting her experience. The outcome of this research project is a set of suggested criteria for effectively integrating foundational programming and engineering concepts into Montessori early education, based on the inclusion of Montessori tangibles, the need for teacher confidence, and the encouragement of student collaboration. (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.org/Journals/JITEIIP/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01