Elementos de resolución de problemas en primeras edades escolares con Bee-Bot.
This work presents an exploratory study about problem-solving elements applied by early childhood students when solving tasks with the Bee-bot robot. These problems consist of programming the instructions that make Bee-bot move from a starting point to a final point. The aim is to observe and charac...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2018 |
| País: | España |
| Recursos: | Universidad de Castilla-La Mancha |
| Repositório: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/39101 |
| Acesso em linha: | https://hdl.handle.net/10578/39101 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Computational Thinking Early Childhood Education Educational Robotics Pensamiento computacional Primeras edades escolares Problem solving Resolución de problemas Robótica educativa |
| Resumo: | This work presents an exploratory study about problem-solving elements applied by early childhood students when solving tasks with the Bee-bot robot. These problems consist of programming the instructions that make Bee-bot move from a starting point to a final point. The aim is to observe and characterize performances in three student pairs in order to determine which heuristic resources and management processes are involved during the problem-solving process. Due to the exploratory nature of this work, we have selected two pairs from Kindergarten (5-6 years) and one pair from 1st grade (6-7 years old). The purpose is to identify divergences on the use and management of mathematical problem-solving elements previously studied and characterized in mathematics education. Moreover, the teaching sequence designed aimed at introducing programming with technological environments and developing computational thinking in early childhood students, as a way to promote problem-solving skills. |
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