Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews

Yang, Yuqin; Long, Yanwen; Sun, Daner; Aalst, Jan van; Cheng, Sanyin

doi:10.1111/bjet.12985

Cited by 38 publications

(21 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One may suppose that the practice of alternating between two different modes of cognition, generative and explorative, coupled with implicit and metacognitive processes that work in parallel, could result in better coordination between these components and promote student’s cognitive flexibility. Recent instructional models for teaching creativity via educational robotics also underscore the role of generative, explorative, and meta-components ( Chevalier et al, 2020 ; Yang et al, 2020 ). Another possible explanation that can account for the promotion of student’s creative potential by robotics programs is that the process of engaging in collaborative construction of robotic devices leads not only to novel physical artifacts but also to the emergence of new mental tools–implicit and meta ideational strategies.…”

Section: Cognitive Components Of the Process Of Designing And Programming Robotsmentioning

confidence: 99%

Educational Robotics and Robot Creativity: An Interdisciplinary Dialogue

et al. 2021

View full text Add to dashboard Cite

There is a growing literature concerning robotics and creativity. Although some authors claim that robotics in classrooms may be a promising new tool to address the creativity crisis in school, we often face a lack of theoretical development of the concept of creativity and the mechanisms involved. In this article, we will first provide an overview of existing research using educational robotics to foster creativity. We show that in this line of work the exact mechanisms promoted by robotics activities are rarely discussed. We use a confluence model of creativity to account for the positive effect of designing and coding robots on students' creative output. We focus on the cognitive components of the process of constructing and programming robots within the context of existing models of creative cognition. We address as well the question of the role of meta-reasoning and emergent strategies in the creative process. Then, in the second part of the article, we discuss how the notion of creativity applies to robots themselves in terms of the creative processes that can be embodied in these artificial agents. Ultimately, we argue that considering how robots and humans deal with novelty and solve open-ended tasks could help us to understand better some aspects of the essence of creativity.

show abstract

Section: Cognitive Components Of the Process Of Designing And Programming Robotsmentioning

confidence: 99%

Educational Robotics and Robot Creativity: An Interdisciplinary Dialogue

et al. 2021

View full text Add to dashboard Cite

show abstract

“…This transversality can be achieved either by using CS content as a support for other disciplines [34,48] or by contributing to the development of transversal competencies. The above principle has motivated numerous researchers to investigate how CS, or Educational Robotics (often used as a medium to teach CS [16]) can be leveraged in various disciplinary contexts [8,20,32] such as maths [4,7,8,25,48], sciences [38,48], languages [42], or in the context of transversal skills such as creativity [50] and problem solving [10]. To the authors' knowledge, few have considered the teachers' perspective in such endeavours [9,20,31,48,50].…”

Section: Introductionmentioning

confidence: 99%

“…The above principle has motivated numerous researchers to investigate how CS, or Educational Robotics (often used as a medium to teach CS [16]) can be leveraged in various disciplinary contexts [8,20,32] such as maths [4,7,8,25,48], sciences [38,48], languages [42], or in the context of transversal skills such as creativity [50] and problem solving [10]. To the authors' knowledge, few have considered the teachers' perspective in such endeavours [9,20,31,48,50]. Some researchers even explicitly mention their lack of experience in formal pedagogical and educational theories [8] as limitations of their studies.…”

Section: Introductionmentioning

confidence: 99%

A case for co-construction with teachers in curricular reform: Introducing computer science in primary school

El-Hamamsy

Bruno

Kovacs

et al. 2022

Proceedings of the 24th Australasian Computing Education Conference

View full text Add to dashboard Cite

With the introduction of Computer Science (CS) into curricula worldwide, researchers have investigated whether CS could be introduced transversally, as a support other disciplines. Few however consider both student learning and the teachers' perspective in their assessments. In a co-constructive approach to translational research, we collaborated with teachers, in two case studies involving two classes each, to investigate how CS content could be used transversally. More specifically, teacher inputs and student learning data were combined in a mixed methods analysis to determine whether two CS Unplugged (CSU) activities from the curriculum could be leveraged to teach disciplinary content in primary school. The findings indicated that the CSU activities could be leveraged for maths and spelling, but require validation at a larger scale. More important, though, are the takeaways of the co-constructive experience with teachers. Interestingly the benefits of co-construction went both ways. While researchers gained a deeper understanding of the effectiveness of the activities, teachers i) appreciated having detailed student learning analyses, devoid of biases and impressions, ii) changed their perspective about researchers, and iii) were open to other collaborative research initiatives which they found to be drivers of change and innovation in their practice. The way co-construction was approached also impacted the teachers' perception of their experience. Indeed, while one study was researcher-driven and included teachers, the other was teacherdriven and included researchers. When teacher-driven, the teachers felt they had a more active role, thus reflecting more on the study design, results and implications. Provided the positive impact that co-construction may have on innovation in teacher practices, different co-construction modalities must be investigated, as well as their implications on all stakeholders, including researchers.

show abstract

“…In connection with the use of ICT resources, currently we can find research that seeks to study pedagogical practices and the teacher's conceptions in terms of the use of robots or to the development of computational thinking through robotics in classrooms [23][24][25][26][27][28][29][30]. Additionally, we can find examples of teachers' training in robotics [31], that focused on the STEM approach [32], as an active learning development [33].…”

Section: Introductionmentioning

confidence: 99%

Primary School Teachers’ Conceptions about the Use of Robotics in Mathematics

et al. 2021

View full text Add to dashboard Cite

Learning about the conceptions used by primary school teachers towards the use of robotics in class is essential as the first step towards its application in the classroom. Therefore, with the purpose of describing the understanding applied when teaching and learning mathematics use educational robots, research was conducted by means of mixed methods using a descriptive design by survey. Such research consisted of closed questions (Likert-type scale from 1 to 5) and open questions, given to 83 primary school teachers who currently teach students in the first years of school (First to Fourth grade) in two Chilean districts. The results showed that in general, there is a positive predisposition towards the addition of robots in the learning and teaching of mathematic processes during the first years of school, even though teachers claim there is a struggle to incorporate robots in their lessons due to the high number of students and the reduced space in their classrooms.

show abstract

Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews

Cited by 38 publications

References 43 publications

Educational Robotics and Robot Creativity: An Interdisciplinary Dialogue

Educational Robotics and Robot Creativity: An Interdisciplinary Dialogue

A case for co-construction with teachers in curricular reform: Introducing computer science in primary school

Primary School Teachers’ Conceptions about the Use of Robotics in Mathematics

Contact Info

Product

Resources

About