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Instructional Design to Foster Computational Thinking Using Educational Robotics

Instructional Design to Foster Computational Thinking Using Educational Robotics

Alejandro Trujillo Castro, Magally Martínez Reyes, Anabelem Soberanes-Martín
Copyright: © 2022 |Pages: 19
ISBN13: 9781668424117|ISBN10: 1668424118|EISBN13: 9781668424124
DOI: 10.4018/978-1-6684-2411-7.ch004
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MLA

Trujillo Castro, Alejandro, et al. "Instructional Design to Foster Computational Thinking Using Educational Robotics." Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, IGI Global, 2022, pp. 60-78. https://doi.org/10.4018/978-1-6684-2411-7.ch004

APA

Trujillo Castro, A., Martínez Reyes, M., & Soberanes-Martín, A. (2022). Instructional Design to Foster Computational Thinking Using Educational Robotics. In I. Management Association (Ed.), Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 60-78). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch004

Chicago

Trujillo Castro, Alejandro, Magally Martínez Reyes, and Anabelem Soberanes-Martín. "Instructional Design to Foster Computational Thinking Using Educational Robotics." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, 60-78. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2411-7.ch004

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Abstract

The way of approaching the difficulties in technological areas is opening potentialities for teaching and learning, considering the competences as actions that put into practice skills to solve problems. A clear example is the computational thinking that proposes a way of thinking and facing different challenges. Through the design-based research methodology and the ADDIE model, an instructional design is proposed to carry out activities using educational robotics, analyzing its impact on skills related to computational thinking. An educational intervention is carried out with students from 13 to 15 years old from the three grades of secondary education in Mexico. It was established that the student's reaction to a challenge is: a) Due to lack of confidence in his or her own abilities, it is difficult for him or her to face the problem. b) Knowledge of computer thinking allows him or her to think of a strategy to try to solve it. The results suggest that those who have notions about computer thinking have more facility to think and face the different challenges.

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