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Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics

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Canadian Journal of Science, Mathematics and Technology Education Aims and scope Submit manuscript

Abstract

Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address that gap by asking 19 professionals to comment on a video that documented children’s progression through 5 days of building and programming robots. Their written opinions on the skills relevant to their careers demonstrated by the children revealed that spatial thinking and design thinking are central to what they see.

Rśumé

Le raisonnement spatial joue un rôle essentiel dans la décision d’entreprendre une carrière STEM et de réussir dans les domaines concernés. Pourtant, ces matières sont peu représentées dans les curriculums à l’école primaire. Nous supposons que cette absence puisse être due à un manque de connaissances quant à la façon dont le raisonnement spatial est traité dans l’ensemble des professions STEM. Cette étude vise à combler ce manque en demandant à 19 professionnels de commenter une vidéo qui documente la progression d’enfants qui construisent et programment des robots pendant 5 jours. Les commentaires écrits des répondants sur les habiletés pertinentes illustrées par les élèves montrent que la pensée spatiale et la pensée conceptuelle sont fondamentales dans leur profession.

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Authors and Affiliations

  1. Werklund School of Education, University of Calgary, Calgary, Alberta, Canada

    Krista Francis, Brent Davis & Michelle Drefs

  2. School of Education and Professional Learning, Trent University, Peterborough, Ontario, Canada

    Cathy Bruce

  3. Gevirtz Graduate School of Education, University of California, Santa Barbara, California, USA

    David Hallowell & Yukari Okamoto

  4. Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada

    Zachary Hawes & Joan Moss

  5. Faculty of Education, University of Alberta, Edmonton, Alberta, Canada

    Lynn McGarvey

  6. School of Education, Macquarie University, Sydney, Australia

    Joanne Mulligan

  7. Faculty of Education, Simon Fraser University, Vancouver, British Columbia, Canada

    Nathalie Sinclair

  8. Mathematics & Statistics, York University, Toronto, Ontario, Canada

    Walter Whiteley

  9. School of Education, Southern Cross University, Lismore, Australia

    Geoff Woolcott

Authors
  1. Krista Francis
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  2. Cathy Bruce
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  3. Brent Davis
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  4. Michelle Drefs
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  5. David Hallowell
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  6. Zachary Hawes
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  7. Lynn McGarvey
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  8. Joan Moss
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  9. Joanne Mulligan
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  10. Yukari Okamoto
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  11. Nathalie Sinclair
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  12. Walter Whiteley
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  13. Geoff Woolcott
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Corresponding author

Correspondence to Krista Francis.

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Francis, K., Bruce, C., Davis, B. et al. Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics. Can. J. Sci. Math. Techn. Educ. 17, 165–178 (2017). https://doi.org/10.1080/14926156.2017.1297510

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