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

Abstract: 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.

 Fuente: Education Sciences, 2023, 13(7), 669

 Editorial: MDPI

 Fecha de publicación: 01/07/2023

 Nº de páginas: 14

 Tipo de publicación: Artículo de Revista

 DOI: 10.3390/educsci13070669

 ISSN: 2227-7102

 Url de la publicación: https://doi.org/10.3390/educsci13070669

Autoría

PÉREZ SUAY, ADRIÁN

GARCÍA BAYONA, ISMAEL

PASCUAL VENTEO, ANA B.