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首页> 外文期刊>International Journal of STEM Education >Fostering computational thinking through educational robotics: a model for creative computational problem solving
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Fostering computational thinking through educational robotics: a model for creative computational problem solving

机译：通过教育机器人学培养计算思考：一种创造性计算问题解决模型

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Background Educational robotics (ER) is increasingly used in classrooms to implement activities aimed at fostering the development of students’ computational thinking (CT) skills. Though previous works have proposed different models and frameworks to describe the underlying concepts of CT, very few have discussed how ER activities should be implemented in classrooms to effectively foster CT skill development. Particularly, there is a lack of operational frameworks, supporting teachers in the design, implementation, and assessment of ER activities aimed at CT skill development. The current study therefore presents a model that allows teachers to identify relevant CT concepts for different phases of ER activities and aims at helping them to appropriately plan instructional interventions. As an experimental validation, the proposed model was used to design and analyze an ER activity aimed at overcoming a problem that is often observed in classrooms: the trial-and-error loop, i.e., an over-investment in programming with respect to other tasks related to problem-solving. Results Two groups of primary school students participated in an ER activity using the educational robot Thymio. While one group completed the task without any imposed constraints, the other was subjected to an instructional intervention developed based on the proposed model. The results suggest that (i) a non-instructional approach for educational robotics activities (i.e., unlimited access to the programming interface) promotes a trial-and-error behavior; (ii) a scheduled blocking of the programming interface fosters cognitive processes related to problem understanding, idea generation, and solution formulation; (iii) progressively adjusting the blocking of the programming interface can help students in building a well-settled strategy to approach educational robotics problems and may represent an effective way to provide scaffolding. Conclusions The findings of this study provide initial evidence on the need for specific instructional interventions on ER activities, illustrating how teachers could use the proposed model to design ER activities aimed at CT skill development. However, future work should investigate whether teachers can effectively take advantage of the model for their teaching activities. Moreover, other intervention hypotheses have to be explored and tested in order to demonstrate a broader validity of the model.
机译：背景技术教育机器人（ER）越来越多地用于教室，以实施旨在促进学生计算思维（CT）技能发展的活动。虽然以前的作品提出了不同的模型和框架来描述CT的潜在概念，但很少有人讨论了在教室中如何实施ER活动，以有效地培养CT技能发展。特别是，缺乏运营框架，支持教师的设计，实现和评估旨在CT技能的活动。因此，目前的研究表明了一个模型，允许教师识别针对ER活动的不同阶段的相关CT概念，并旨在帮助他们适当计划教学干预措施。作为一个实验验证，拟议的模型用于设计和分析旨在克服在教室中经常观察到的问题的ER活动：试验和错误循环，即关于其他任务的编程过度投资与问题解决有关。结果两组小学生参加了使用教育机器人胸肉的ER活动。虽然一组未在没有任何强加的限制的情况下完成任务，但另一组遭受基于所提出的模型开发的教学干预。结果表明（i）教育机器人活动的非教学方法（即，无限制地访问编程界面）促进了试验和错误行为; （ii）计划封闭的编程界面促进与问题理解，想法生成和解决方案制定有关的认知过程; （iii）逐步调整编程界面的阻塞可以帮助学生建立一个充分稳定的策略来接近教育机器人问题，并且可以代表提供脚手架的有效方法。结论本研究的调查结果为需要对ER活动的特定教学干预措施提供了初步证据，说明了教师如何利用拟议的模型设计针对CT技能发展的ER活动。然而，未来的工作应该调查教师是否能够有效利用其教学活动的模型。此外，必须探索和测试其他干预假设，以展示模型的更广泛的有效性。

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