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Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics

Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics

Stamatios Papadakis, Michail Kalogiannakis
Copyright: © 2022 |Pages: 22
ISBN13: 9781668424117|ISBN10: 1668424118|EISBN13: 9781668424124
DOI: 10.4018/978-1-6684-2411-7.ch040
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MLA

Papadakis, Stamatios, and Michail Kalogiannakis. "Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics." Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, IGI Global, 2022, pp. 926-947. https://doi.org/10.4018/978-1-6684-2411-7.ch040

APA

Papadakis, S. & Kalogiannakis, M. (2022). Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics. In I. Management Association (Ed.), Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 926-947). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch040

Chicago

Papadakis, Stamatios, and Michail Kalogiannakis. "Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, 926-947. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2411-7.ch040

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Abstract

It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.

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