Connecting Plans to Action: The Effects of a Card-Coded Robotics Curriculum and Activities on Korean Kindergartners
- Authors
- Nam, Ki Won; Kim, Hye Jeong; Lee, Suyoun
- Issue Date
- Oct-2019
- Publisher
- SPRINGER HEIDELBERG
- Keywords
- Early-childhood education; Kindergarten; Programming; Robotics; Sequencing
- Citation
- ASIA-PACIFIC EDUCATION RESEARCHER, v.28, no.5, pp 387 - 397
- Pages
- 11
- Journal Title
- ASIA-PACIFIC EDUCATION RESEARCHER
- Volume
- 28
- Number
- 5
- Start Page
- 387
- End Page
- 397
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/38735
- DOI
- 10.1007/s40299-019-00438-4
- ISSN
- 0119-5646
2243-7908
- Abstract
- This study examined the effects of a card-coded robotics curriculum and associated activities on kindergarteners' sequencing and problem-solving skills, which are forms of computational thinking. Kindergarteners participated in card-coded programming using a robot called TurtleBot. A card-coded robot curricular intervention was also designed to enhance their planning behaviors using complementary tools. This study examined an 8-week robotic curricular intervention through assessment of 53 participants ranging in age from 5 to 6, while also evaluating sequencing and mathematical problem-solving in both the treatment and comparison groups. It was found that children in the treatment group who engaged in the card-coded robotic curricular intervention performed better on sequencing and problem-solving tests. This finding indicates that an enhanced planning experience using card-coded robots was beneficial for improving young children's thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.
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Collections - College of Education > Department of Early Childhood Education > 1. Journal Articles
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