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Computational Thinking, Play, and Authenticity: Lessons Learned from a 6th Grade Robotics Program
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, , Manhattanviille College School of Education, United States ; , Pierre Van Cortlandt Middle School, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, United States ISBN 978-1-939797-61-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study investigated student discourse through the analysis of reflective students kept by students during a 6-week LEGO robotics program for 6th graders. The program consisted of two unplugged activities, which introduced students to core ideas in computational thinking, and two robotics challenges (a race and a dance-off), during which students applied these skills. Textual and content analyses were performed on these student journals. Findings indicated that the students’ writing contained more terms adjacent to play and discovery during the activities with which they had the greatest degree of prior experience, independent the associated levels of abstraction required in them. Implications for curriculum design and teacher practice are discussed.

Citation

Ardito, G., Cunningham, K. & Scollins, L. (2022). Computational Thinking, Play, and Authenticity: Lessons Learned from a 6th Grade Robotics Program. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 6-11). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 16, 2022 from .