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

被引：4
|
作者：
Hudson, Mary-Alice [1 ]
Baek, Youngkyun [2 ]
机构：
[1] Snipes Acad Arts & Design, Wilmington, NC USA
[2] Dept Educ Technol, Boise, ID USA
来源：
COMPUTERS IN THE SCHOOLS | 2022年 / 39卷 / 01期
关键词：
Computational thinking skills; robotics; robotics-based intervention; 2nd graders' robotics; EDUCATIONAL ROBOTICS; PRIMARY-SCHOOL; SCIENCE; TECHNOLOGY; DESIGN; IMPACT;
D O I：
10.1080/07380569.2022.2037295
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：16 / 40
页数：25
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