Robotic Construction Kits as Computational Manipulatives for Learning in the STEM Disciplines
Robotic Construction Kits as Computational Manipulatives for Learning in the STEM Disciplines
复制标题
机器人构建套件作为 STEM 学科学习的计算工具
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
John Heffernan
中科院分区：
文献类型：
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作者：
Florence R. Sullivan;John Heffernan
摘要 本文系统回顾了与机器人构建套件 (RCK) 在 P-12 典型发育儿童 STEM 学科学习中的使用相关的研究。本次审查的目的是从满足我们的选择和质量标准的研究中配置主要定性和混合方法的结果，以回答审查问题：机器人构建套件如何在 P-12 STEM 教育中充当计算操作工具？我们对文献的综合得出了该领域全新的四个关键见解。首先，RCK 具有独特的双重应用：它们可用于机器人技术的直接指导（一阶用途）或作为其他领域学习的类比工具（二阶用途）。其次，RCK 通过提供即时反馈和 RCK 特有的双重表示模式，使额外的学习途径成为可能。第三，RCK 支持计算思维学习进程，以较低的排序锚点开始，以较高的系统思维锚点结束。第四，RCK 支持不断发展的问题解决能力，范围从反复试验到与机器人研究相关的启发式方法。此外，我们的综合提供了对 RCK 作为物理和生物学学科中的计算操作的二阶（类比）用途的见解。讨论了实践的意义和未来研究的方向。 （关键词：计算操作、建构主义、计算思维、问题解决、机器人、STEM）
Abstract This article presents a systematic review of research related to the use of robotics construction kits (RCKs) in P–12 learning in the STEM disciplines for typically developing children. The purpose of this review is to configure primarily qualitative and mixed methods findings from studies meeting our selection and quality criterion to answer the review question: How do robotic construction kits function as computational manipulatives in P–12 STEM education? Our synthesis of the literature has resulted in four key insights that are new to the field. First, RCKs have a unique double application: They may be used for direct instruction in robotics (first-order uses) or as analogical tools for learning in other domains (second-order uses). Second, RCKs make possible additional routes to learning through the provision of immediate feedback and the dual modes of representation unique to RCKs. Third, RCKs support a computational thinking learning progression beginning with a lower anchor of sequencing and finishing with a high anchor of systems thinking. And fourth, RCKs support evolving problem-solving abilities along a continuum, ranging from trial and error to heuristic methods associated with robotics study. Furthermore, our synthesis provides insight into the second-order (analogical) uses of RCKs as computational manipulatives in the disciplines of physics and biology. Implications for practice and directions for future research are discussed. (Keywords: computational manipulatives, constructionism, computational thinking, problem solving, robotics, STEM)