Non-Sequential Learning in a Robotics Class: Insights from the Engagement of a Child with Autism Spectrum Disorder

Autor/inn/en	Jung, Sung Eun; Lee, Kyunghwa; Cherniak, Shara; Cho, Eunji
Titel	Non-Sequential Learning in a Robotics Class: Insights from the Engagement of a Child with Autism Spectrum Disorder
Quelle	In: Technology, Knowledge and Learning, 25 (2020) 1, S.63-81 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jung, Sung Eun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-018-9394-8
Schlagwörter	Robotics; Technology Uses in Education; Autism; Pervasive Developmental Disorders; Elementary School Students; Grade 2; Learning Processes; Inquiry; Discovery Learning; Repetition; Manipulative Materials + Suchen Sie Ihr Suchwort? Robotertechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Autismus; School year 02; 2. Schuljahr; Schuljahr 02; Learning process; Lernprozess; Entdeckendes Lernen; Wiederholung; Hilfsmittel
Abstract	This case study focused on the robotics learning process of Mark (a pseudonym), a Latino-American second grader diagnosed with autism spectrum disorder. Drawing on Polanyi's (Personal knowledge: towards a post-critical philosophy [Kindle version], 1958/2015) notion of "tacit knowing" and "dwelling in tools," we attempted to understand Mark's unique processes and ways of engaging in learning about a Light Sensor by pursuing two research questions: (a) How does Mark, with his unique behavioral and socio-emotional characteristics, engage in the robotics class? (b) What insights can we gain from his inquiry as we develop responsive robotics education? Findings revealed that Mark used a non-sequential inquiry process filled with repetitive free explorations and unexpected expanded inquiries about the Light Sensor. This non-sequential inquiry process highlighted that dwelling with robotic manipulatives was Mark's distinct ways of exploring the Light Sensor. His non-sequential inquiry process emerged from his tacit engagement and expanded to his sophisticated and holistic understanding of the Light Sensor. We discuss implications for a robotics education program that is responsive to young children with diverse needs and characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01