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Journal of Science Education and Technology

, Volume 27, Issue 1, pp 70–85 | Cite as

How Does the Degree of Guidance Support Students’ Metacognitive and Problem Solving Skills in Educational Robotics?

  • Soumela AtmatzidouEmail author
  • Stavros Demetriadis
  • Panagiota Nika
Article

Abstract

Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students’ metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11–12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: “minimal” (with minimal MC and PS guidance) and “strong” (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students’ metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students’ MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender.

Keywords

Educational robotics Metacognition Problem solving Teacher guidance 

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Copyright information

© Springer Science+Business Media, LLC 2017

Authors and Affiliations

  • Soumela Atmatzidou
    • 1
    Email author
  • Stavros Demetriadis
    • 1
  • Panagiota Nika
    • 1
  1. 1.Department of InformaticsAristotle University of ThessalonikiThessalonikiGreece

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