Computational Thinking and Educational Robotics Integrated into Project-Based Learning

In the context of the science, technology, engineering, arts and mathematics disciplines in education, subjects tend to use contextualized activities or projects. Educational robotics and computational thinking both have the potential to become subjects in their own right, though not all educational...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Sensors (Basel, Switzerland) Ročník 22; číslo 10; s. 3746
Hlavní autoři: Valls Pou, Albert, Canaleta, Xavi, Fonseca, David
Médium: Journal Article
Jazyk:angličtina
Vydáno: Switzerland MDPI AG 14.05.2022
MDPI
Témata:
21st century
computational thinking
Constructivism
Core curriculum
Curriculum
Design
educational robotics
Educational technology
Environmental engineering
High schools
Humans
Knowledge
Mathematics
Pedagogy
Problem solving
Project-based learning
Robotics
Robotics industry
Robots
Schools
Spain
STEAM
Students
Teacher education
Teaching
Technology
Spain
computational thinking
STEAM
project-based learning
educational robotics
ISSN:1424-8220, 1424-8220
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:In the context of the science, technology, engineering, arts and mathematics disciplines in education, subjects tend to use contextualized activities or projects. Educational robotics and computational thinking both have the potential to become subjects in their own right, though not all educational programs yet offer these. Despite the use of technology and programming platforms being widespread, it is not common practice to integrate computational thinking and educational robotics into the official curriculum in secondary education. That is why this paper continues an initial project of integrating computational thinking and educational robotics into a secondary school in Barcelona, Spain. This study presents a project-based learning approach where the main focus is the development of skills related to science, technology, engineering, arts and mathematics and the acquisition of computational thinking knowledge in the second year of pupils’ studies using a block-based programming environment. The study develops several sessions in the context of project-based learning, with students using the block-programming platform ScratchTM. During these sessions and in small-group workshops, students will expand their knowledge of computational thinking and develop 21st-century skills. We demonstrate the superior improvement of these concepts and skills compared to other educational methodologies.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
content type line 23
ISSN:1424-8220
1424-8220
DOI:10.3390/s22103746