Teachers' perspective on fostering computational thinking through educational robotics

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.

Effect of SRA-programming on computational thinking through different output modalities

“…Only when a programming environment or task design appeals to the added value of complex programming concepts will pupils be triggered to use them in solving a programming problem (Wahl & Thomas, 2002). When introducing complex programming concepts to primary school pupils, game-based and robot programming environments provide a promising opportunity to illustrate and reveal their functions and applications (Chevalier et al, 2021;Dlab et al, 2019;Martinez et al, 2015). Previous research indicates that applying SRA thinking, including the use of sensory input to anticipate unforeseen, changing events in the task design, forces pupils to abandon linear thinking and offers them the opportunity to effectively understand and apply complex programming concepts in a goal-oriented way (Fanchamps et al, 2020).…”