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Elementary Students' Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice

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Název: Elementary Students' Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice
Jazyk: English
Autoři: Sung, Woonhee (ORCID 0000-0002-5530-1965), Ahn, Junghyun, Black, John B.
Zdroj: Journal of Research in Childhood Education. 2022 36(4):681-696.
Dostupnost: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Datum vydání: 2022
Druh dokumentu: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Kindergarten
Grade 1
Descriptors: Elementary School Students, Academic Achievement, Student Attitudes, Robotics, Programming, Problem Solving, Self Determination, Self Efficacy, Grade 2, Kindergarten, Grade 1, Protocol Analysis
DOI: 10.1080/02568543.2022.2045399
ISSN: 0256-8543
2150-2641
Abstrakt: Using robotics and programming, this study investigated the effects of different levels of embodied instruction on the problem-solving, debugging, programming proficiency, self-determination, and self-efficacy of students in ethnically diverse elementary classrooms. The first small-scale, quasi-experimental study involved 37 second-graders, who were randomly assigned to an embody or a non-embody group. Results showed that embodied planning activities benefited these young learners' LEGO Robotics problem-solving and self-determination skills. Based on these findings, a second study implemented different types of embodied activities (full-embody, low-embody, and control condition) in a debugging problem-solving activity for 51 kindergarten and 1st-grade students, also from ethnically diverse populations. The findings from this study suggested that the embodied learning activities promoted students' problem-solving skills in robotics and the use of debugging strategies in coding applications. However, different effects were found for groups by condition and the outcome variable. Based on these mixed results, the authors propose activities applicable in real-world elementary classrooms to introduce practical robotics and programming activities.
Abstractor: As Provided
Entry Date: 2023
Přístupové číslo: EJ1370084
Databáze: ERIC
FullText Text:
  Availability: 0
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  Data: Elementary Students' Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice
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  Data: <searchLink fieldCode="AR" term="%22Sung%2C+Woonhee%22">Sung, Woonhee</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5530-1965">0000-0002-5530-1965</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ahn%2C+Junghyun%22">Ahn, Junghyun</searchLink><br /><searchLink fieldCode="AR" term="%22Black%2C+John+B%2E%22">Black, John B.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Childhood+Education%22"><i>Journal of Research in Childhood Education</i></searchLink>. 2022 36(4):681-696.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Label: Abstract
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  Data: Using robotics and programming, this study investigated the effects of different levels of embodied instruction on the problem-solving, debugging, programming proficiency, self-determination, and self-efficacy of students in ethnically diverse elementary classrooms. The first small-scale, quasi-experimental study involved 37 second-graders, who were randomly assigned to an embody or a non-embody group. Results showed that embodied planning activities benefited these young learners' LEGO Robotics problem-solving and self-determination skills. Based on these findings, a second study implemented different types of embodied activities (full-embody, low-embody, and control condition) in a debugging problem-solving activity for 51 kindergarten and 1st-grade students, also from ethnically diverse populations. The findings from this study suggested that the embodied learning activities promoted students' problem-solving skills in robotics and the use of debugging strategies in coding applications. However, different effects were found for groups by condition and the outcome variable. Based on these mixed results, the authors propose activities applicable in real-world elementary classrooms to introduce practical robotics and programming activities.
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        Value: 10.1080/02568543.2022.2045399
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
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    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Grade 2
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      – SubjectFull: Kindergarten
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      – SubjectFull: Grade 1
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      – SubjectFull: Protocol Analysis
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      – TitleFull: Elementary Students' Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice
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