Educational Robotics Applications for the Development of Computational Thinking in a Brazilian Technical and Vocational High School

Autor/inn/en	Souza, Isabelle M. L.; Andrade, Wilkerson L.; Sampaio, Lívia M. R.
Titel	Educational Robotics Applications for the Development of Computational Thinking in a Brazilian Technical and Vocational High School
Quelle	In: Informatics in Education, 21 (2022) 1, S.147-177 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-5831
Schlagwörter	Robotics; Vocational Education; High School Students; Thinking Skills; Computer Science Education; Teamwork; Foreign Countries; Problem Solving; Interdisciplinary Approach; Logical Thinking; Creativity; Teaching Methods; Vocational Schools; Brazil + Suchen Sie Ihr Suchwort? Robotertechnik; Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Computer science lessons; Informatikunterricht; Ausland; Problemlösen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Brasilien
Abstract	Nowadays, solving problems is substantial for the social relationship human. Computational Thinking (CT) emerges as an interdisciplinary thought process encompassing mental abilities to help students solve and understand problems. Researchers invest in the methodological proposal of activities aimed at CT stimulation, educational approaches, and the conception of technologies that support these activities' execution. Educational Robotics (ER) is one of these technologies that stand out at different educational levels to favor teamwork, logical thinking, and creativity, skills intimately articulated with the computing paradigm. The main objective of this work is to investigate the impact of ER activities on CT development and subjects learning in the Technical and Vocational Education in High School. For this, we accomplished a study of intervention research type with students and teachers analyzing quantitative and qualitative aspects. The results indicate that the introduction of ER can favor students in the development of CT skills and learning High School subjects. (As Provided).
Anmerkungen	Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01