Effects of Robotics Instructional Methods on Computational Thinking Skills of Middle School Students
Publication Date
5-2021
Date of Final Oral Examination (Defense)
4-8-2021
Type of Culminating Activity
Dissertation
Degree Title
Doctor of Education in Educational Technology
Department Filter
Educational Technology
Department
Educational Technology
Supervisory Committee Chair
Youngkyun Baek, Ph.D.
Supervisory Committee Member
Yu-Hui Ching, Ph.D.
Supervisory Committee Member
Yu-Chang Hsu, Ph.D.
Abstract
As a tangible and motivating medium for students to engage in computational thinking, robotics has drawn interest from educators and researchers as K-12 schools continue to integrate STEM into curriculum. Through this mixed methods study, the researcher sought to explore the effects of robotics instructional methods (task-based and project-based) on the computational thinking skills of middle school students, including the problem-solving strategies used and the role of peer collaboration. The quantitative results of this study indicated no significant difference in the computational thinking skills of students participating in task-based or project-based robotics instruction. Interviews consisted of open-ended questions in which problem-solving and collaboration in robotics were explored from the perspectives of the participants. In both groups, problem-solving strategies encompassed all aspects of computational thinking as students took an iterative approach to problem-solving in both tasks and projects. Peer collaboration was naturally occurring and frequent among both groups. In task-based robotics instruction, peer collaboration and problem-solving strategies were primarily focused on the programming of the robot. In project-based robotics, peer collaboration and problem-solving strategies were applied throughout the entire design process, including the building and the programming of the robot. Through this study, the researcher hoped to provide a roadmap for the implementation of robotics in schools for K-8 students. As schools are increasingly seeking ways to integrate robotics into school curriculum, further research in this area on a larger scale is recommended.
DOI
10.18122/td.1817.boisestate
Recommended Citation
Cook, Andrew Patrick, "Effects of Robotics Instructional Methods on Computational Thinking Skills of Middle School Students" (2021). Boise State University Theses and Dissertations. 1817.
10.18122/td.1817.boisestate