Assessing a didactic sequence for computational thinking development in early education using educational robots

Computational thinking (CT) is increasingly incorporated into curricular planning across various educational levels in numerous countries. Presently, CT is being integrated into preschool and primary education. To effectively implement CT at the classroom level, the design and study of techniques an...

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Detalhes bibliográficos
Autores: Pérez Suay, Adrián, García Bayona, Ismael, Vaerenbergh, Steven van|||0000-0003-3091-0171, Pascual Venteo, Ana B.
Formato: artículo
Fecha de publicación:2023
País:España
Recursos:Universidad de Cantabria (UC)
Repositorio:UCrea Repositorio Abierto de la Universidad de Cantabria
Idioma:inglés
OAI Identifier:oai:repositorio.unican.es:10902/32197
Acesso em linha:https://hdl.handle.net/10902/32197
Access Level:acceso abierto
Palavra-chave:Preschool mathematics education
Educational robots
Mathematics education
Computational thinking
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spelling Assessing a didactic sequence for computational thinking development in early education using educational robotsPérez Suay, AdriánGarcía Bayona, IsmaelVaerenbergh, Steven van|||0000-0003-3091-0171Pascual Venteo, Ana B.Preschool mathematics educationEducational robotsMathematics educationComputational thinkingComputational thinking (CT) is increasingly incorporated into curricular planning across various educational levels in numerous countries. Presently, CT is being integrated into preschool and primary education. To effectively implement CT at the classroom level, the design and study of techniques and tasks are crucial. This research empirically evaluates a didactic sequence using programmable educational robots for problem-solving challenges rooted in mathematical concepts. The study consists of two sets of activities: computational localisation of elements on a regular grid, where students program robots to navigate, and problem-solving tasks involving sum calculations using distinct pre-operational strategies. The study sample is a class of 16 students at the preschool level. The results indicate an increasing complexity in the success of the designed sequence, with the 'counting all' strategy demonstrating higher efficacy. These promising findings highlight the potential for further research, aiming to establish a strong foundation for early educational levels through the integration of CT via programmable robots and engaging problem-solving challenges.MDPIUniversidad de Cantabria20232023-06-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articlehttps://hdl.handle.net/10902/32197Education Sciences, 2023, 13(7), 669reponame:UCrea Repositorio Abierto de la Universidad de Cantabriainstname:Universidad de Cantabria (UC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.unican.es:10902/321972026-06-02T12:39:31Z
dc.title.none.fl_str_mv Assessing a didactic sequence for computational thinking development in early education using educational robots
title Assessing a didactic sequence for computational thinking development in early education using educational robots
spellingShingle Assessing a didactic sequence for computational thinking development in early education using educational robots
Pérez Suay, Adrián
Preschool mathematics education
Educational robots
Mathematics education
Computational thinking
title_short Assessing a didactic sequence for computational thinking development in early education using educational robots
title_full Assessing a didactic sequence for computational thinking development in early education using educational robots
title_fullStr Assessing a didactic sequence for computational thinking development in early education using educational robots
title_full_unstemmed Assessing a didactic sequence for computational thinking development in early education using educational robots
title_sort Assessing a didactic sequence for computational thinking development in early education using educational robots
dc.creator.none.fl_str_mv Pérez Suay, Adrián
García Bayona, Ismael
Vaerenbergh, Steven van|||0000-0003-3091-0171
Pascual Venteo, Ana B.
author Pérez Suay, Adrián
author_facet Pérez Suay, Adrián
García Bayona, Ismael
Vaerenbergh, Steven van|||0000-0003-3091-0171
Pascual Venteo, Ana B.
author_role author
author2 García Bayona, Ismael
Vaerenbergh, Steven van|||0000-0003-3091-0171
Pascual Venteo, Ana B.
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidad de Cantabria
dc.subject.none.fl_str_mv Preschool mathematics education
Educational robots
Mathematics education
Computational thinking
topic Preschool mathematics education
Educational robots
Mathematics education
Computational thinking
description Computational thinking (CT) is increasingly incorporated into curricular planning across various educational levels in numerous countries. Presently, CT is being integrated into preschool and primary education. To effectively implement CT at the classroom level, the design and study of techniques and tasks are crucial. This research empirically evaluates a didactic sequence using programmable educational robots for problem-solving challenges rooted in mathematical concepts. The study consists of two sets of activities: computational localisation of elements on a regular grid, where students program robots to navigate, and problem-solving tasks involving sum calculations using distinct pre-operational strategies. The study sample is a class of 16 students at the preschool level. The results indicate an increasing complexity in the success of the designed sequence, with the 'counting all' strategy demonstrating higher efficacy. These promising findings highlight the potential for further research, aiming to establish a strong foundation for early educational levels through the integration of CT via programmable robots and engaging problem-solving challenges.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-06-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10902/32197
url https://hdl.handle.net/10902/32197
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv Education Sciences, 2023, 13(7), 669
reponame:UCrea Repositorio Abierto de la Universidad de Cantabria
instname:Universidad de Cantabria (UC)
instname_str Universidad de Cantabria (UC)
reponame_str UCrea Repositorio Abierto de la Universidad de Cantabria
collection UCrea Repositorio Abierto de la Universidad de Cantabria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.300724

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