Promoting Computational Thinking, Computational Participation, and Spatial Reasoning with LEGO Robotics

Autor/inn/en	Leonard, Jacqueline; Djonko-Moore, Cara; Francis, Krista R.; Carey, Aylin S.; Mitchell, Monica B.; Goffney, Imani D.
Titel	Promoting Computational Thinking, Computational Participation, and Spatial Reasoning with LEGO Robotics
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 23 (2023) 1, S.120-144 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leonard, Jacqueline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-023-00267-0
Schlagwörter	Elementary School Students; Grade 5; Grade 6; Blacks; African American Students; Public Schools; Computation; Thinking Skills; Student Participation; African American Teachers; Teacher Behavior; Culturally Relevant Education; After School Programs; Robotics; Informal Education; Problem Solving; Spatial Ability; Skill Development; Urban Schools; Academic Achievement; Learner Engagement; Persistence + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Denkfähigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Robotertechnik; Informelle Bildung; Nichtformale Bildung; Problemlösen; Räumliches Vorstellungsvermögen; Kompetenzentwicklung; Qualifikationsentwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Ausdauer
Abstract	This paper examines the context for developing computational thinking (CT), computational participation (CP), and spatial reasoning among predominantly Black elementary students in grades 5 and 6, who attended a public school in the urban fringe of a large city in the Eastern United States. A case study is presented as the method to examine two African-American female teachers' use of culturally relevant pedagogy to enhance these students' learning and engagement in a 10-week informal after-school program where LEGO® robotics tasks were implemented. The processes of coding, constant comparison, and convenience sampling were used to analyze data using qualitative methods. Results revealed evidence of CT among nine focal students. CP was not observed at the baseline but was evident at the endpoint. Moreover, six of the nine focal students demonstrated a variety of spatial reasoning skills during LEGO® robotics tasks, which are correlated with higher mathematics achievement and academic success. Further analysis revealed that these focal students persisted in problem solving during the LEGO® robotics program. Focus group interviews with the two teachers and eight randomly selected students support these outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01