Teachers' perspective on fostering computational thinking through educational robotics

• URL: http://arxiv.org/abs/2105.04980v2
• Date: Sat, 3 Jul 2021 15:46:18 GMT
• Title: Teachers' perspective on fostering computational thinking through educational robotics
• Authors: Morgane Chevalier, Laila El-Hamamsy, Christian Giang, Barbara Bruno, and Francesco Mondada
• Abstract summary: The Creative Problem Solving Model (CCPS) can be employed to improve the design of educational robotics learning activities. The objective of the present study is to validate the model with teachers, specifically considering how they may employ the model in their own practices. Teachers found the CCPS model useful to foster skills but could not recognise the impact of specific intervention methods on CT-related cognitive processes.
• Score: 0.6410282200111983
• License: http://creativecommons.org/licenses/by-nc-sa/4.0/
• Abstract: With the introduction of educational robotics (ER) and computational thinking (CT) in classrooms, there is a rising need for operational models that help ensure that CT skills are adequately developed. One such model is the Creative Computational Problem Solving Model (CCPS) which can be employed to improve the design of ER learning activities. Following the first validation with students, the objective of the present study is to validate the model with teachers, specifically considering how they may employ the model in their own practices. The Utility, Usability and Acceptability framework was leveraged for the evaluation through a survey analysis with 334 teachers. Teachers found the CCPS model useful to foster transversal skills but could not recognise the impact of specific intervention methods on CT-related cognitive processes. Similarly, teachers perceived the model to be usable for activity design and intervention, although felt unsure about how to use it to assess student learning and adapt their teaching accordingly. Finally, the teachers accepted the model, as shown by their intent to replicate the activity in their classrooms, but were less willing to modify it or create their own activities, suggesting that they need time to appropriate the model and underlying tenets.

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