Increasing Elementary Students’ Computational Thinking Skills Using a Multifaceted Robotics-Based Intervention

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2022-01-02 DOI:10.1080/07380569.2022.2037295

M. Hudson, Youngkyun Baek

引用次数: 0

Abstract

Abstract This study explored whether the computational thinking skills of early elementary-aged students be positively impacted by participation in a robotics-based, classroom intervention. Action research was used to examine the impact of a multifaceted, constructionist, robotics-based intervention on 37 second and third grade students at an elementary school in the Southeastern United States. This intervention was found to have a positive impact on students’ computational thinking skills. This study provides practitioners with an easy to implement, teacher-friendly intervention that can be integrated into elementary classrooms to positively impact student computational thinking skills.

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利用基于机器人的多方面干预提高小学生的计算思维能力

摘要本研究探讨了参与基于机器人的课堂干预是否会对小学早期学生的计算思维技能产生积极影响。行动研究用于检验基于机器人的多方面干预对37 美国东南部一所小学的二年级和三年级学生。研究发现，这种干预措施对学生的计算思维能力有积极影响。这项研究为从业者提供了一种易于实施、教师友好的干预措施，可以将其融入小学课堂，对学生的计算思维技能产生积极影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.