Robotics and science literacy: Thinking skills, science process skills and systems understanding
Robotics and science literacy: Thinking skills, science process skills and systems understanding
复制标题
机器人技术和科学素养：思维技能、科学过程技能和系统理解
DOI：
10.1002/tea.20238
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发表时间：
2008
影响因子：
4.6
通讯作者：
Florence R. Sullivan
中科院分区：
文献类型：
--
作者：
Florence R. Sullivan
本文报道了一项研究的结果，机器人活动的关系，使用科学素养技能和系统的理解，在中学生的发展。26名11-12岁的青少年（22名男性和4名女性）参加了在学术先进的学生夏令营提供的强化机器人课程，参加了这项研究。本研究分析了学生如何利用科学素养的个人的思维技能和科学过程技能的特点，以解决机器人技术的挑战。此外，前/后测试显示，课程参与者增加了他们的系统理解，t（21）¼ 22.47，p <0.05。有人认为，再加上教学方法，强调开放式的，扩展的调查的机器人环境的启示提示利用科学素养为基础的思维和科学过程技能，并导致增加系统的理解。2008 Wiley Periodicals，Inc. J Res Sci Teach 45：373-394，2008
This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11-12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students participated in the research. This study analyzes how students utilized thinking skills and science process skills characteristic of scientifically literate individuals to solve a robotics challenge. In addition, a pre/post test revealed that course participants increased their systems understanding, t (21) ¼ 22.47, p < .05. It is argued that the affordances of the robotics environment coupled with a pedagogical approach emphasizing open-ended, extended inquiry prompts the utilization of science literacy-based thinking and science process skills and leads to increased systems understanding. 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 373-394, 2008