Abstract
This study examined the effects of a card-coded robotics curriculum and associated activities on kindergarteners’ sequencing and problem-solving skills, which are forms of computational thinking. Kindergarteners participated in card-coded programming using a robot called TurtleBot. A card-coded robot curricular intervention was also designed to enhance their planning behaviors using complementary tools. This study examined an 8-week robotic curricular intervention through assessment of 53 participants ranging in age from 5 to 6, while also evaluating sequencing and mathematical problem-solving in both the treatment and comparison groups. It was found that children in the treatment group who engaged in the card-coded robotic curricular intervention performed better on sequencing and problem-solving tests. This finding indicates that an enhanced planning experience using card-coded robots was beneficial for improving young children’s thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.
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Acknowledgements
This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2017S1A3A2066878 and NRF-2016S1A5A8020189).
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Nam, K.W., Kim, H.J. & Lee, S. Connecting Plans to Action: The Effects of a Card-Coded Robotics Curriculum and Activities on Korean Kindergartners. Asia-Pacific Edu Res 28, 387–397 (2019). https://doi.org/10.1007/s40299-019-00438-4
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DOI: https://doi.org/10.1007/s40299-019-00438-4