Cultivating students' computational thinking through student-robot interactions in robotics education
参考中译:在机器人教学中通过学生-机器人互动培养学生的计算思维


          

刊名：International Journal of Technology and Design Education
作者：Jing Ru Qu（Department of Curriculum and Instruction, The Education University of Hong Kong）
Ping Kwan Fok（Department of Curriculum and Instruction, The Education University of Hong Kong）
刊号：710LB064/IP
ISSN：0957-7572
出版年：2022
年卷期：2022, vol.32, no.4
页码：1983-2002
总页数：20
分类号：F41
关键词：Robotics education；Computational thinking；Student-robot interactions；China；Summer camp
参考中译：机器人教育；计算思维；学生-机器人互动；中国；夏令营
语种：eng
文摘：This research focuses on student-robot interaction in the learning environment of robotics education (RE) and attempts to explore how it cultivates students' computational thinking (CT). Different from child-robot interactions as investigated in the social robot field, student-robot (S-R) interactions focus mainly on the process of interaction between learners and programmable robot kits in RE settings. At a four-week robotics summer camp in China, mixed-methods research was conducted. Forty primary school students and one dedicated robotics teacher participated in this research, while 32 students and the teacher completed all the lessons and data collection procedures of the summer camp. Results indicated that students' CT skill increased during the summer camp and that the change in their CT skill was positively correlated to the time spent on S-R interaction. Additionally, how three kinds of S-R interaction-programming-computing, observational investigation, and participatory investigation-cultivated students' CT were found. Moreover, the hierarchy of three S-R interactions and students' role-shifting in the hierarchy were discussed. Previous studies rarely discussed S-R interaction; however, this kind of interaction should be explored because it provides more information about students' natural learning process, which might be meaningful to RE practice.
参考中译：本研究以机器人教育学习环境中的学生-机器人交互为研究对象，试图探索机器人学习环境如何培养学生的计算思维能力。与社会机器人领域所研究的儿童-机器人交互不同，学生-机器人(S-R)交互主要关注RE环境中学习者与可编程机器人套件之间的交互过程。在中国为期四周的机器人夏令营上，进行了混合方法的研究。40名小学生和1名专职机器人老师参与了这项研究，32名学生和老师完成了夏令营的所有课程和数据收集程序。结果表明，在夏令营期间，学生的CT技能有所提高，并且其CT技能的变化与S-R互动的时间呈正相关。此外，还发现了三种S-R交互作用--编程计算、观察性调查和参与性调查--如何培养学生的CT。此外，还讨论了三个S-R互动的层级以及学生在该层级中的角色转换。以往的研究很少讨论S-R交互作用，然而，这种交互作用值得探讨，因为它提供了更多关于学生自然学习过程的信息，这可能对远程教育实践有意义。



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