Examining Students' Proportional Reasoning Strategy Levels as Evidence of the Impact of an Integrated LEGO Robotics and Mathematics Learning Experience

Ortiz, Araceli Martínez

doi:10.21061/jte.v26i2.a.3

Cited by 15 publications

(23 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Wide Range Achievement Test (Clements, 1986b) California Achievement Test (Bernardo & Morris, 1994) Mathematical Proportional Reasoning Test (Ortiz, 2015) Geometry (Dalton, 1986) Science Achievement Test (Park, 2015) Engineering Achievement Test (Nugent et al, 2010) 19.0 % 14.7 % Note. m = Number of studies, k = Number of effect sizes.…”

Section: Resultsmentioning

confidence: 99%

The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.

Scherer¹,

Siddiq²,

Viveros³

2019

Journal of Educational Psychology

105

View full text Add to dashboard Cite

Does computer programming teach students how to think? Learning to program computers has gained considerable popularity, and educational systems around the world are encouraging students in schools and even children in kindergartens to engage in programming activities. This popularity is based on the claim that learning computer programming improves cognitive skills, including creativity, reasoning, and mathematical skills. In this meta-analysis, we tested this claim performing a three-level, random-effects meta-analysis on a sample of 105 studies and 539 effect sizes. We found evidence for a moderate, overall transfer effect (g = 0.49, 95 % CI = [0.37, 0.61]), and identified a strong effect for near transfer (g = 0.75, 95 % CI = [0.39, 1.11]) and a moderate effect for far transfer (g = 0.47, 95 % CI = [0.35, 0.59]). Positive transfer to situations that required creative thinking, mathematical skills, and metacognition, followed by spatial skills and reasoning existed. School achievement and literacy, however, benefited the least from learning to program. Moderator analyses revealed significantly larger transfer effects for studies with untreated control groups than those with treated (active) control groups. Moreover, published studies exhibited larger effects than grey literature. These findings shed light on the cognitive benefits associated with learning computer programming and contribute to the current debate surrounding the conceptualization of computer programming as a form of problem solving.

show abstract

Section: Resultsmentioning

confidence: 99%

The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.

Scherer¹,

Siddiq²,

Viveros³

2019

Journal of Educational Psychology

105

View full text Add to dashboard Cite

show abstract

“…Buckler (2015), in his research, indicated that student motivation was included among the in-class factors that contributed to student success. In a study conducted by Ortiz (2015), student motivation for learning was found to be improved by LEGO-LOGO practices. Hence, in studies to be conducted by using FC, LEGO-LOGO practices or similar technologies, it is important that student motivation for the class is ensured to be high and constant to improve academic success of the students.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Alan yazında LEGO-LOGO uygulamaları ile ilgili yer alan çalışmalarda da benzer sonuçlara ulaşılmıştır (Ortiz, 2015;Blikstein, 2013;Özdoğru, 2013,). Bununla birlikte DGA ile gerçekleştirilen TYES çalışmasının da öğrencilerin derse yönelik motivasyonlarının artmasında etkisi olduğu düşünülmektedir.…”

Section: Sonuç Ve Tartışmaunclassified

“…Buckler (2015) araştırmasında öğrenci motivasyonun, öğrenci başarısına katkı sağlayan sınıf içi faktörler arasında yer aldığını belirtmiştir. Ortiz (2015) tarafından yapılan çalışmada ise LEGO-LOGO uygulamaları öğrencilerin öğrenmeye yönelik motivasyonlarının arttığı görülmüştür. Dolayısıyla TYES, LEGO-LOGO uygulamaları ya da benzer teknolojilerin kullanılması ile gerçekleştirilecek çalışmalarda öğrencilerin derse yönelik motivasyonunun yüksek ve sürekli olmasının sağlanmasının öğrencilerin akademik başarının artması hususunda önemli olduğu düşünülmektedir.…”

Section: Sonuç Ve Tartışmaunclassified

“…Robotik nesneler birçok öğrencinin ilgisini çekmekte ve günümüzde oluşturulan ya da satın alınan robotlar çok çeşitli görevler için programlanabilme özellikleri ile K-12 düzeyindeki öğrencilere ulaşmaktadır (Prensky, 2010). Ayrıca eğitsel robotik uygulamalarının öğrencilerin motivasyonlarını arttırıcı uygulamalar olduğu ve yararlı bir öğretim aracı olduğu vurgulanmaktadır (Ortiz, 2015).…”

Section: Introductionunclassified

See 2 more Smart Citations

An Investigation of the Effects of Problem-Based Learning Activities Supported via Flipped Classroom and LEGO-LOGO Practices on the Success and Motivation of High School Students

Çukurbaşi¹,

Kıyıcı²

2017

IOJES

View full text Add to dashboard Cite

The purpose of this study was to investigate the effects of algorithm teaching on the academic success and motivations of high school students by using FC Model and LEGO-LOGO practices. In the research, pretest-posttest control group pattern, one of quantitative research methods included in real experimental patterns, was used. Criterion sampling, one of purposeful sampling methods, was used to determine the study group of the research. The study group consisted of 42 students in 3 different classrooms enrolled in the 10th grade in Information Technologies Field in a vocational high school and met the criteria determined in this context. In one of the classes (DGA), FC and LEGO-LOGO and algorithm teaching was offered, and in the other one (DGB), face-to-face LEGO-LOGO and algorithm teaching in classroom setting was offered. In the last class (KG), no intervention was made and algorithm teaching was conducted in a normal class arrangement. Data collection process was achieved in the research scope which lasted 8 weeks by using a success test and motivation scale. As a result of the research, student motivations improved significantly in a favorable direction in comparison to the pre-study state by LEGO-LOGO practices carried out by using FC or face-to-face. Furthermore, academic success of the test groups was found to be statistically significant and highly favorable in comparison to the control group. © 2017 IOJES. All rights reserved Keywords: 1 Flipped classroom, LEGO mindstorms, Algorithm instruction, LEGO-LOGO, robotic. Extended Summary PurposeThe purpose of the research was to scrutinize the effect of algorithm teaching on the academic success and motivations of high school students by using FC Model and LEGO-LOGO practices. Answers were sought to the following sub-questions in order to achieve the research purpose:1. Is there any significant difference between the motivations of the students in the test and control groups prior to the conducted study?2. Is there any significant difference between the motivations of the students in the test and control groups at the end of the conducted study?3. Does the conducted study have an effect on the motivation levels of the students in the test and control groups?4. Is there any significant difference between the academic success of the students in the test and control groups at the end of the conducted study? * This research was drived from doctoral dissertation titled Examine The effect of the problem based learning activities supported via flipped classroom and LEGO-LOGO practices on the high school students' success and their motivation.

show abstract

The Impact of Educational Robots as Learning Tools on Mathematics Learning Outcomes in Basic Education

Leoste

Heidmets

2019

Lecture Notes in Educational Technology

View full text Add to dashboard Cite

Examining Students' Proportional Reasoning Strategy Levels as Evidence of the Impact of an Integrated LEGO Robotics and Mathematics Learning Experience

Cited by 15 publications

References 12 publications

The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.

The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.

An Investigation of the Effects of Problem-Based Learning Activities Supported via Flipped Classroom and LEGO-LOGO Practices on the Success and Motivation of High School Students

The Impact of Educational Robots as Learning Tools on Mathematics Learning Outcomes in Basic Education

Contact Info

Product

Resources

About