Literaturnachweis - Detailanzeige
| Autor/inn/en | Nam, Ki Won; Kim, Hye Jeong; Lee, Suyoun |
|---|---|
| Titel | Connecting Plans to Action: The Effects of a Card-Coded Robotics Curriculum and Activities on Korean Kindergartners |
| Quelle | In: Asia-Pacific Education Researcher, 28 (2019) 5, S.387-397 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0119-5646 |
| DOI | 10.1007/s40299-019-00438-4 |
| Schlagwörter | Kindergarten; Robotics; Problem Solving; Thinking Skills; Intervention; Mathematics Instruction; Comparative Analysis; Curriculum Design; Teaching Methods; Learning Activities; Instructional Effectiveness; Foreign Countries; South Korea |
| Abstract | This study examined the effects of a card-coded robotics curriculum and associated activities on kindergarteners' sequencing and problem-solving skills, which are forms of computational thinking. Kindergarteners participated in card-coded programming using a robot called TurtleBot. A card-coded robot curricular intervention was also designed to enhance their planning behaviors using complementary tools. This study examined an 8-week robotic curricular intervention through assessment of 53 participants ranging in age from 5 to 6, while also evaluating sequencing and mathematical problem-solving in both the treatment and comparison groups. It was found that children in the treatment group who engaged in the card-coded robotic curricular intervention performed better on sequencing and problem-solving tests. This finding indicates that an enhanced planning experience using card-coded robots was beneficial for improving young children's thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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