Let's Dance the "Robot Hokey-Pokey!": Children's Programming Approaches and Achievement throughout Early Cognitive Development
Let's Dance the "Robot Hokey-Pokey!": Children's Programming Approaches and Achievement throughout Early Cognitive Development
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DOI：
10.1080/15391523.2013.10782614
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发表时间：
2013-01-01
影响因子：
5.1
通讯作者：
Bers, Marina Umaschi
中科院分区：
文献类型：
--
作者：
Flannery, Louise P.;Bers, Marina Umaschi
今天的年轻学习者使用一系列数字化工具来探索互动故事、动画、电脑游戏和机器人技术，从而产生、表达和互动复杂的想法。近年来，新的适合发展的机器人工具包已经进入幼儿教室。本文介绍了一个设计为基础的机器人研究计划内的一项研究的回顾性分析。我们研究了整个幼儿期的认知模式如何与机器人背景下的编程方法和成就相关。这些发现为将认知发展理论应用于早期技术教育奠定了基础，并为该研究的编程和机器人技术和课程的评估提供了信息。
Young learners today generate, express, and interact with sophisticated ideas using a range of digital tools to explore interactive stories, animations, computer games, and robotics. In recent years, new developmentally appropriate robotics kits have been entering early childhood classrooms. This paper presents a retrospective analysis of one study within a design-based robotics research program. We examine how patterns of cognition throughout early childhood relate to programming approaches and achievement in a robotics context. The findings lay a foundation for applying cognitive developmental theory to early technology education and inform the evaluation of the study's programming and robotics technologies and curriculum.