La aplicación de la robótica y programación por bloques en la enseñanza elemental
This study shows the relevance of introducing visual block programming and robotics in primary education. The study describes how robotics are effectively implemented in schools, based on computational concepts and the classroom activities. We describe, apply and present specific resources teachers,...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad Nacional de Educación a Distancia |
| Repositorio: | e-spacio. Repositorio Institucional de la UNED |
| Idioma: | inglés |
| OAI Identifier: | oai:e-spacio.uned.es:20.500.14468/11836 |
| Acceso en línea: | https://hdl.handle.net/20.500.14468/11836 |
| Access Level: | acceso abierto |
| Palabra clave: | pensamiento computacional escuela primaria programación y lenguajes de programación habilidades de enseñanza aplicaciones tecnológicas computational thinking elementary school programming languages teaching skills technology applications |
| Sumario: | This study shows the relevance of introducing visual block programming and robotics in primary education. The study describes how robotics are effectively implemented in schools, based on computational concepts and the classroom activities. We describe, apply and present specific resources teachers, who may think of introducing programming and robotics in education must consider. These resources can be adapted to their students’ levels and education stages. It is essential to be aware of the resources available and adapt them to students’ needs. The analysis involves 107 fifth-grade students in primary education at three schools. The sample of the study was non-probabilistic and intentional. The study is bidimensional. The first dimension is a quasi-experimental design obtaining data from a test. Construct validity was tested by an exploratory factor analysis. The second dimension details the results for four scales previously described: active learning, computational concepts, perceived usefulness and enjoyment. This dimension examines the results of the aforementioned scale, which analyses the pedagogical interactions. Statistically significant improvements were achieved in the understanding of basic computational concepts such as sequences, loops, conditional statements, parallel execution, event handling and use of robotics. Improvements were also noted in didactic interaction, and in greater enjoyment, enthusiasm, efficiency and active participation of students. They also showed stronger motivation, commitment and interest in the process. |
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