5 岁儿童在可编程机器人功能环境中的泛化能力

IF 1.9 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education Pub Date : 2024-09-04 DOI:10.1007/s10763-024-10495-x

Lourdes Anglada, María C. Cañadas, Bárbara M. Brizuela

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引用次数: 0

摘要

本研究旨在确定 5 岁儿童如何识别对应的功能关系，以及他们在完成涉及可编程机器人的任务时是否进行了归纳。我们的研究对象是 15 名学前教育最后一年的儿童（9 名女孩和 6 名男孩）。研究围绕一个涉及函数 f(n)=n+2 的泛化任务展开。研究结果表明，9 名儿童找出了对应关系，5 名儿童进行了概括，其中 3 人正确。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Generalization among 5-Year-Olds in a Functional Context with Programmable Robot

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Generalization among 5-Year-Olds in a Functional Context with Programmable Robot

The aim of this study was to determine how 5-year-old children identified the functional relationship of correspondence, and whether or not they generalized when working on a task that involved programmable robots. We conducted this study with 15 children (9 girls and 6 boys) in their last year of preschool education. The study was designed around a generalization task that involved the function f(n)=n+2. Our findings indicate that nine of the children identified the correspondence relationship and five children generalized, three of them correctly.

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来源期刊

International Journal of Science and Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.10

自引率

9.10%

发文量

期刊介绍： The objective of this journal is to publish original, fully peer-reviewed articles on a variety of topics and research methods in both science and mathematics education. The journal welcomes articles that address common issues in mathematics and science education and cross-curricular dimensions more widely. Specific attention will be paid to manuscripts written by authors whose native language is not English and the editors have made arrangements for support in re-writing where appropriate. Contemporary educators highlight the importance of viewing knowledge as context-oriented and not limited to one domain. This concurs with current curriculum reforms worldwide for interdisciplinary and integrated curricula. Modern educational practice also focuses on the use of new technology in assisting instruction which may be easily implemented into such an integrated curriculum. The journal welcomes studies that explore science and mathematics education from different cultural perspectives.