Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade
Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade
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DOI：
10.1007/s10798-015-9304-5
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发表时间：
2016-02-01
影响因子：
2.1
通讯作者：
Bers, Marina Umaschi
中科院分区：
文献类型：
--
作者：
Sullivan, Amanda;Bers, Marina Umaschi
近年来，人们越来越关注幼儿STEM（科学、技术、工程、数学）课程中缺少的技术“T”和工程“E”。机器人技术为儿童提供了一种有趣和有形的方式，让他们在基础的童年早期接触T和E概念。这项研究着眼于从幼儿园到二年级的N = 60名儿童，他们在教室里使用KIWI机器人工具包结合有形的编程语言完成了为期8周的机器人课程。在完成课程后，对儿童的基础机器人和编程概念知识进行了评估。结果表明，从幼儿园前开始，儿童能够掌握基本的机器人技术和编程技能，而年龄较大的儿童能够在相同的时间内使用相同的机器人套件掌握越来越复杂的概念。发展适当的技术设计的影响，以及结构和速度的机器人课程的幼儿解决。
In recent years there has been an increasing focus on the missing "T" of technology and "E" of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood years. This study looks at N = 60 children in pre-kindergarten through second grade who completed an 8-week robotics curriculum in their classrooms using the KIWI robotics kit combined with a tangible programming language. Children were assessed on their knowledge of foundational robotics and programming concepts upon completion of the curriculum. Results show that beginning in pre-kindergarten, children were able to master basic robotics and programming skills, while the older children were able to master increasingly complex concepts using the same robotics kit in the same amount of time. Implications for developmentally appropriate design of technology, as well as structure and pace of robotics curricula for young children are addressed.