Heterogeneous Associations of Second-Graders’ Learning in Robotics Class

Cho, Eunji; Lee, Kyung‐Hwa; Cherniak, Shara; Jung, Sung Eun

doi:10.1007/s10758-017-9322-3

Cited by 14 publications

(6 citation statements)

References 14 publications

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“…Leaphy was specifically chosen for the current study because of the imaginative design and easy construction. However, there are many different robots that can be used in robotics education, like Lego® WeDo kits, cubelets or Beebot (Cho, et al, 2017;Jaipal-Jamani & Angeli, 2017;Martín-Ramos et al, 2017). Each robot has different functionalities.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Robotics education often involves designing, building, and programming a robot and is implemented from kindergarten to higher-and even adult education (Benitti, 2012). Examples include working with the Arduino platform to make a led fulfill various functions, building robots with a variety of sensors using a Lego® WeDo kit, or methods more suitable for younger children such as physical action blocks ('cubelets') and a visually attractive robot with function buttons ('Beebot') (see Cho, Lee, Cherniak, & Jung, 2017;Jaipal-Jamani & Angeli, 2017;Martín-Ramos et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…When it comes to transfer of knowledge and skills, the interaction between the student and the near-peer teacher seems to be of importance, as students actively make use of the teacher as source of support which enables them to adjust their robot design and correct mistakes (Cho et al, 2017;Kucuk & Sisman, 2017). More specifically, the role that the near-peer teacher fulfills might be an important factor.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the effects of near-peer teaching in robotics education: The role of STEM attitudes

Vink¹,

Tolboom²,

Beekum³

2022

Informatics in Education

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Due to technological advancements, robotics is findings its way into the classroom. However, workload for teachers is high, and teachers sometimes lack the knowledge to implement robotics education. A key factor of robotics education is peer learning, and having students (near-)peers teach them robotics could diminish workload. Therefore, this study implemented near-peer teaching in robotics education. 4 K10-11 secondary school students were teachers to 83 K5-6 primary school students. The intervention included 4 3-hour robotics lessons in Dutch schools. Primary school students completed a pre- and post-intervention questionnaire on their STEM-attitudes and near-peer teaching experience, and a report on their learning outcomes. Interaction with near-peer teachers was observed. After the lessons, a paired-samples t-test showed that students had a more positive attitude towards engineering and technology. Students also reported a positive near-peer teaching experience. Conventional content analysis showed that students experienced a gain in programming and robotics skill after the lessons, and increased conceptual understanding of robotics. The role the near peer teachers most frequently fulfilled was formative assessor. Near-peer teachers could successfully fulfil a role as an engaging information provider. This study shows that near-peer teachers can effectively teach robotics, diminishing workload for teachers. Furthermore, near-peer robotics lessons could lead to increased STEM-attitudes.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the effects of near-peer teaching in robotics education: The role of STEM attitudes

Vink¹,

Tolboom²,

Beekum³

2022

Informatics in Education

View full text Add to dashboard Cite

show abstract

“…It also facilitates children's ability to express themselves using technological tools, think critically, and design innovatively. Through robotics, students are able to experiment, design, identify, and solve problems (correct errors) through active learning pedagogies which facilitate constructionist learning [2,6]. Such educational programs create opportunities for children to explore basic technical concepts, experiment with technology, and design and build robots to solve problems.…”

Section: The Importance Of Integrating Educational Robotics Into Earl...mentioning

confidence: 99%

The Impact of Early Robotics Education on Students’ Understanding of Coding, Robotics Design, and Interest in Computing Careers

Ragusa,

Leung

2023

Sensors

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Early robotics education has been sparsely researched, especially for children in elementary education. This research pertains to an early education study that introduced robotics design and programming to children in early education with the purpose of increasing their robotics design knowledge, improving their coding skills, and inspiring their aspirations for future careers. It represents a seven-year study of students ages seven through ten years in a large urban school district. The study engaged a pre–post program comparison of the robotics and coding intervention that focused on children’s improved understanding of robotics in addition to their career aspirations. The study resulted in increases in the participating students’ understanding of robotics design as well as improved coding skills in robotics contexts. Furthermore, the study also led to increases in the students’ career aspirations toward computing fields.

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“…There is need for a stronger awareness towards how teaching and learning happen in associations between humans and things (Cho, Cherniak, & Jung, 2017;Fenwick & Richards, 2010). When a new technology enters a school, judgements are made about how it can be useful in the real context of the school and the classrooms in relation to its material characteristics and abilities (Bigum, 2012).…”

Section: Classrooms As Thingly Assemblagesmentioning

confidence: 99%

Assembling iPads and Mobility in Two Classroom Settings

Hembre

Warth

2019

Tech Know Learn

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iPads have become increasingly popular as tools for teaching in early education. With their multifaceted and interactive affordances as handheld and mobile devices, they have been ascribed great potential to change and expand on classroom practice. However, the iPad often becomes just another technology hype in education, and explanations often point to teachers' and schools' lack of technical know-how and ability to utilise the devices' affordances. In this qualitative case study, we explore how teachers organise and practise iPads in two different classrooms. Classroom observations and interviews with the teachers were conducted to enrich our knowledge about the complexities of iPad use in teaching and to strengthen the knowledge of how different settings produce different iPad practices. Using an Actor-Network Theory approach, the study suggests that iPads are not simply put into use, but enacted through fluid, heterogeneous assemblages of human and non-human actors in the classroom. The iPad's affordances, such as mobility, are performed rather than inherent qualities of the devices themselves, and the classroom becomes a mishmash of fostering and hindering mobile practices.

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Heterogeneous Associations of Second-Graders’ Learning in Robotics Class

Cited by 14 publications

References 14 publications

Exploring the effects of near-peer teaching in robotics education: The role of STEM attitudes

Exploring the effects of near-peer teaching in robotics education: The role of STEM attitudes

The Impact of Early Robotics Education on Students’ Understanding of Coding, Robotics Design, and Interest in Computing Careers

Assembling iPads and Mobility in Two Classroom Settings

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