Exploring the effects of “productive children: coding and robotics education program” in early childhood education

Canbeldek, Merve; Işıkoğlu, Nesrin

doi:10.1007/s10639-022-11315-x

Cited by 17 publications

(6 citation statements)

References 51 publications

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“…In Yang et al [58], the (active) control group was exposed to block play activities that also engaged inhibitory control skills by having children strategically determine which building wooden blocks to use to construct a tower. The findings of another recent study [59] are, however, in contrast with these results. The study [59] showed significant positive far-transfer effects on preschoolers' inhibitory control and problem-solving skills of a training intervention that combined unplugged coding, ER, and plugged coding.…”

Section: Current Evidence Of Near-transfer and Far-transfer Effects O...contrasting

confidence: 75%

“…The findings of another recent study [59] are, however, in contrast with these results. The study [59] showed significant positive far-transfer effects on preschoolers' inhibitory control and problem-solving skills of a training intervention that combined unplugged coding, ER, and plugged coding. Inhibitory control skills were assessed through the same self-regulation test used in Yang et colleagues' [58] study (i.e., the Head-to-Toes Task, [60]).…”

Section: Current Evidence Of Near-transfer and Far-transfer Effects O...contrasting

confidence: 75%

“…Inhibitory control skills were assessed through the same self-regulation test used in Yang et colleagues' [58] study (i.e., the Head-to-Toes Task, [60]). Although the aims of this study [59] are innovative as it tested the effects of combined training intervention, several experimental details are missing (modality and duration of each intervention), whose omission makes the instructional design not replicable. It is also unclear whether the plugged (based on Scratch) coding activities that were carried out in that study contributed to the efficacy of the training.…”

Section: Current Evidence Of Near-transfer and Far-transfer Effects O...mentioning

confidence: 99%

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Combined Unplugged and Educational Robotics Training to Promote Computational Thinking and Cognitive Abilities in Preschoolers

Montuori,

Pozzan,

Padova

et al. 2023

Education Sciences

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Computational thinking (CT) learning activities are increasingly integrated in early-stage school curricula in several countries. Tools used to teach CT in early school years include unplugged coding—i.e., programming without computing devices—and educational robotics (ER)—i.e., giving instructions to a digitally controlled mechanical robot to perform specific actions in a physical environment. Past studies have shown that training coding skills through ER enhances first graders’ executive functions (EFs). Little is known, however, about the effects of ER interventions, alone or combined with un-plugged activities, on preschoolers’ CT and EF skills. In a cluster-randomized controlled trial, we assessed whether improvements in preschoolers’ coding skills, following interventions based on combinations of unplugged coding and ER, transfer to plugged (computer-based) coding abilities and to EFs such as planning, response inhibition, and visuo-spatial skills. Forty-seven preschoolers from four class groups, with no prior exposure to coding, were randomly assigned to an experimental (unplugged coding and ER, two classes) or control (standard school activities, two classes) instructional groups. Four coding tasks, one standardized planning task (Tower of London test), one standardized response inhibition task (NEPSY-II inhibition subtest), and one visuo-spatial standardized task (Primary Mental Ability subtest) were used to assess children’s skills at the pretest (before the intervention) and posttest (after the intervention). To measure retention, the same skills were also assessed for 22 children from the experimental group 3 months from the posttest (follow up). The paper discusses the results of this experimental intervention. The results show significant positive effects of the instructional program on children’s computer-based coding skills and cognitive abilities, particularly visuo-spatial skills. Between pretest and posttest, children in the experimental group improved in coding, z = 3.84, p = 0.000, r = 0.87, and in visuo-spatial skills, z = 3.09, p = 0.002, r = 0.69. The waiting list control group showed improvements in coding skills only after the intervention, at the assessment point T3, z = 2.99, p = 0.003, r = 0.71. These findings show that practice with tangible and unplugged coding during the last year of preschool not only significantly improves children’s skills to solve computer-based coding problems (near-transfer effect), but it may also have some far-transfer effects on cognitive functions, such as visuo-spatial skills.

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Section: Current Evidence Of Near-transfer and Far-transfer Effects O...contrasting

confidence: 75%

Section: Current Evidence Of Near-transfer and Far-transfer Effects O...contrasting

confidence: 75%

Section: Current Evidence Of Near-transfer and Far-transfer Effects O...mentioning

confidence: 99%

See 1 more Smart Citation

Combined Unplugged and Educational Robotics Training to Promote Computational Thinking and Cognitive Abilities in Preschoolers

Montuori,

Pozzan,

Padova

et al. 2023

Education Sciences

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“…Mallik et al (2023) investigated the impact of educational robotics on social and emotional skills and discovered that students demonstrated improved interpersonal skills, emotional intelligence, and self-confidence through their involvement with robotics. Research (Canbeldek & Isikoglu, 2023;Schina et al, 2021) has explored the influence of educational robots on students' learning outcomes, revealing positive effects on engagement and academic achievement. Others (Ioannou & Makridou, 2018;Pellas & Tzafilkou, 2023) have pointed out that educational robot-supported projects present a valuable approach to involving students in diverse learning tasks.…”

Section: Digital and Tangible Educational Roboticsmentioning

confidence: 99%

Assessing Computational Thinking, Motivation, and Grit of Undergraduate Students Using Educational Robots

Pellas

2023

Journal of Educational Computing Research

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Educational technologists and practitioners have made substantial strides in developing affordable digital and tangible resources to support both formal and informal computer science instruction. However, there is a lack of research on practice-based assignments, such as Internet of Things (IoT) projects, that allow undergraduate students to design and demonstrate educational robots using digital or physical assistance, especially when it comes to computational thinking (CT) and programming skills development in association with their psycho-emotional experience. This study compares the impact of Scratch and LEGO® WeDo robotic kits on students' CT and programming skills development. A quasi-experimental approach was conducted, involving two hundred forty-six participants ( n = 246), who were equally divided between Scratch and LEGO® WeDo groups. Results indicate that the LEGO® WeDo group showed greater improvement in CT and programming skills development, while designing and presenting IoT projects. Nevertheless, no significant association between motivation, grit, and CT skills was observed. The findings highlight the potential of tangible robotics in facilitating students’ hands-on learning and enhancing motivation to foster CT and programming skills. This study provides a wide range of implications for instructional designers on how to use tangible robotics to support hands-on IoT projects in computer science courses.

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“…In order to help teachers learn the content, pedagogy, and technology skills they will need throughout their careers and to develop curricula, the International Society for Technology in Education (ISTE®) has determined the ISTE® Standards for Teachers (ISTE-ST) (DeSantis, 2016). In this context, preschool teachers use methods such as STEAM education, algorithmic thinking skills, coding with or without computers, robotics, 3D printers, digital games, and augmented reality to integrate technology into the educational environment (Canbeldek, 2020;Başaran, Nacar, Aksay, Tüfekçi, & Vural, 2022;Küçükkara & Aksüt, 2021;Uğraş, 2017). It is considered necessary to utilize technology in the preschool education period as children are introduced to technology at an earlier age, and their knowledge and skills in the use of technology increase (O ̈ner, 2020).…”

Section: Technological Pedagogical Content Knowledge (Tpack)mentioning

confidence: 99%

Okul Öncesi̇ Öğretmenleri̇ni̇n Teknoloji̇k Pedagoji̇k Alan Bi̇lgi̇si̇ Özgüveni̇ İle Teknoloji̇ye Yöneli̇k Tutumu Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

ÇÖREKCİ,

ÜNAL,

BORA

2023

Journal of Advanced Education Studies

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The purpose of this study is to examine the relationship between preschool teachers' technological pedagogical content knowledge (TPACK) confidence and their attitude towards technology. In addition, it was aimed to examine whether preschool teachers' technological pedagogical content knowledge and its sub-dimensions predict teachers' attitudes towards technology. The study group consists of 200 preschool teachers who teach 36-72-month-old preschool children in the 2020-2021 academic year. This study is a quantitative study designed in the single and relational screening model, one of the general screening models. The data were collected using the "Technological Pedagogical Content Knowledge Self-Confidence Scale (TPACKACKS)", "Attitude Towards Technology Scale" and "Personal Information Form". The data obtained were analyzed with SPSS 26.0 and JASP 0.16 programs and normality test, Pearson Correlation test and multiple linear regression analysis methods were used. As a result of the study, when the relationship between preschool teachers' attitudes towards technology and technological pedagogical content knowledge and sub-factors of it was examined, a significant positive relationship was found. When the other findings obtained from the research were examined, it was concluded that the relationship between preschool teachers' attitude towards technology scores and technological content knowledge sub-dimension scores was relatively low compared to other sub-dimensions.

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Exploring the effects of “productive children: coding and robotics education program” in early childhood education

Cited by 17 publications

References 51 publications

Combined Unplugged and Educational Robotics Training to Promote Computational Thinking and Cognitive Abilities in Preschoolers

Combined Unplugged and Educational Robotics Training to Promote Computational Thinking and Cognitive Abilities in Preschoolers

Assessing Computational Thinking, Motivation, and Grit of Undergraduate Students Using Educational Robots

Okul Öncesi̇ Öğretmenleri̇ni̇n Teknoloji̇k Pedagoji̇k Alan Bi̇lgi̇si̇ Özgüveni̇ İle Teknoloji̇ye Yöneli̇k Tutumu Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

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