國立虎尾科技大學 |

Exploring How Primary Students Develop Computational Thinking Using Educational Robotics : = A Mixed Methods Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring How Primary Students Develop Computational Thinking Using Educational Robotics :/
Reminder of title:	A Mixed Methods Case Study.
Author:	Lim, Slki Narae.
Description:	1 online resource (186 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
Contained By:	Dissertations Abstracts International86-02B.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798383691885

Exploring How Primary Students Develop Computational Thinking Using Educational Robotics : = A Mixed Methods Case Study.
Lim, Slki Narae.

Exploring How Primary Students Develop Computational Thinking Using Educational Robotics :A Mixed Methods Case Study. - 1 online resource (186 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: B.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2024.

Includes bibliographical references

Computational thinking (CT) is a critical problem-solving skill that can help students be successful in school and the 21st-century workplace (Wing, 2006). This project builds on past research showing that educational robotics can be a useful and cost-effective means to teach CT to primary school students. Past research has not yet resolved how educational robotics facilitate the learning of CT, which is a crucial question for understanding student learning as well as for pedagogical theory and practice. The main hypothesis in this study is that educational robotics facilitates young children's CT learning by presenting problem-solving activities in ways that afford students multiple age-appropriate means of representing a problem to be solved. In particular, students are able to learn a target mode of representation (abstract computer code) by directly connecting it with more familiar modes of representation (e.g., concrete, verbal, gesture). This hypothesis was evaluated using a small-scale observational study. Participants were six primary school students aged 5 to 7 attending a parent-created Pod School in the Southeastern U.S. The students participated in a researcher-developed CT-educational robotics workshop comprised of hands-on educational robotics activities designed to facilitate young children's problem-solving performances on the set of CT activities. Students' CT knowledge was assessed before and after the workshop, and every participant exhibited notable pre-post gains in their understanding of CT. Quantitative data analyses (repeated measures ANOVA) were used to evaluate whether student performance on the robotics tasks improved when they were prompted to use a "hybrid" mode of representation that combined concrete and spatial information available from the robotics materials with the abstract symbols used to program the robot. Results showed mixed evidence for the usefulness of the hybrid mode to support student performance. Qualitative analyses (case study) revealed that students also made use of another modality of representation, gesture and spatial reasoning, which this project seeks to theorize in terms of gestures as another mode of representation. In summary, the results of this project support the conclusion that educational robotics facilitates young children's learning of CT competencies by fostering fluency with multiple representations of problem-solving.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383691885Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Computational thinkingIndex Terms--Genre/Form:

554714
Electronic books.

Exploring How Primary Students Develop Computational Thinking Using Educational Robotics : = A Mixed Methods Case Study.
LDR:03946ntm a22004217 4500 001 1152927
005 20241216064759.5
006 m o d
007 cr mn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798383691885
035 $a (MiAaPQ)AAI31331525
035 $a AAI31331525
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Lim, Slki Narae. $3 1480039
245 1 0 $a Exploring How Primary Students Develop Computational Thinking Using Educational Robotics : $b A Mixed Methods Case Study.
264 0 $c 2024
300 $a 1 online resource (186 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
500 $a Advisor: Halpin, Peter F.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2024.
504 $a Includes bibliographical references
520 $a Computational thinking (CT) is a critical problem-solving skill that can help students be successful in school and the 21st-century workplace (Wing, 2006). This project builds on past research showing that educational robotics can be a useful and cost-effective means to teach CT to primary school students. Past research has not yet resolved how educational robotics facilitate the learning of CT, which is a crucial question for understanding student learning as well as for pedagogical theory and practice. The main hypothesis in this study is that educational robotics facilitates young children's CT learning by presenting problem-solving activities in ways that afford students multiple age-appropriate means of representing a problem to be solved. In particular, students are able to learn a target mode of representation (abstract computer code) by directly connecting it with more familiar modes of representation (e.g., concrete, verbal, gesture). This hypothesis was evaluated using a small-scale observational study. Participants were six primary school students aged 5 to 7 attending a parent-created Pod School in the Southeastern U.S. The students participated in a researcher-developed CT-educational robotics workshop comprised of hands-on educational robotics activities designed to facilitate young children's problem-solving performances on the set of CT activities. Students' CT knowledge was assessed before and after the workshop, and every participant exhibited notable pre-post gains in their understanding of CT. Quantitative data analyses (repeated measures ANOVA) were used to evaluate whether student performance on the robotics tasks improved when they were prompted to use a "hybrid" mode of representation that combined concrete and spatial information available from the robotics materials with the abstract symbols used to program the robot. Results showed mixed evidence for the usefulness of the hybrid mode to support student performance. Qualitative analyses (case study) revealed that students also made use of another modality of representation, gesture and spatial reasoning, which this project seeks to theorize in terms of gestures as another mode of representation. In summary, the results of this project support the conclusion that educational robotics facilitates young children's learning of CT competencies by fostering fluency with multiple representations of problem-solving.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational technology. $3 556755
650 4 $a Educational psychology. $3 555103
650 4 $a Statistics. $3 556824
650 4 $a Early childhood education. $3 557157
653 $a Computational thinking
653 $a Early childhood learners
653 $a Educational robotics
653 $a Pedagogical theory
653 $a Problem-solving activities
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0710
690 $a 0525
690 $a 0518
690 $a 0463
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of North Carolina at Chapel Hill. $b Education. $3 1184850
773 0 $t Dissertations Abstracts International $g 86-02B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31331525 $z click for full text (PQDT)