LEGO robotics : an authentic problem solving tool?


Autoria(s): Chalmers, Christina; Castledine, Alanah-Rei
Data(s)

01/10/2011

Resumo

With the current curriculum focus on correlating classroom problem solving lessons to real-world contexts, are LEGO robotics an effective problem solving tool? This present study was designed to investigate this question and to ascertain what problem solving strategies primary students engaged with when working with LEGO robotics and whether the students were able to effectively relate their problem solving strategies to real-world contexts. The qualitative study involved 23 Grade 6 students participating in robotics activities at a Brisbane primary school. The study included data collected from researcher observations of student problem solving discussions, collected software programs, and data from a student completed questionnaire. Results from the study indicated that the robotic activities assisted students to reflect on the problem solving decisions they made. The study also highlighted that the students were able to relate their problem solving strategies to real-world contexts. The study demonstrated that while LEGO robotics can be considered useful problem solving tools in the classroom, careful teacher scaffolding needs to be implemented in regards to correlating LEGO with authentic problem solving. Further research in regards to how teachers can best embed realworld contexts into effective robotics lessons is recommended.

Identificador

http://eprints.qut.edu.au/47896/

Publicador

Trentham Books

Relação

http://jil.lboro.ac.uk/ojs/index.php/DATE/article/view/1661

Chalmers, Christina & Castledine, Alanah-Rei (2011) LEGO robotics : an authentic problem solving tool? Design and Technology Education : An International Journal, 16(3), pp. 19-27.

Fonte

School of Curriculum; Faculty of Education

Palavras-Chave #130200 CURRICULUM AND PEDAGOGY #Technology #LEGO Robotics #Problem solving #Metacognition #Reflection
Tipo

Journal Article