To view the full text of this article...

Subscribe for faster access!

Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.

Purchase individual articles and papers

Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.

"Look, it's turning!" Factors Affecting Structural and Functional Knowledge Acquistion in an Elementary School Robotics Classroom

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Chan, M., Black, J., Han, I.S., Vitale, J., Xia, Q., Subramanian, M., Du, M. & Kang, S. (2007). "Look, it's turning!" Factors Affecting Structural and Functional Knowledge Acquistion in an Elementary School Robotics Classroom. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 1626-1631). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25589.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
Vancouver, Canada
June 25, 2007
ISBN 1-880094-62-2
  Craig Montgomerie & Jane Seale
AACE

More Information on EDMEDIA
Table of Contents

Authors

Margaret Chan, John Black, In Sook Han, Jonathan Vitale, Qing Xia, Mathangi Subramanian, Minghua Du, Seokmin Kang, Teachers College, Columbia University, United States

Abstract

The paper presents a study investigating how novices make transitions in understanding and developing appropriate mental models of robotics systems. In the course of a 9-week, after-school robotics club, 13 third and fourth grade students had the opportunity to view, construct, and program robots using Lego robotics. Students' drawings and videotaped responses to discussion questions were used to assess their knowledge of robotics. By comparing students' work from various sessions throughout the course, it was possible to recognize improvements in structural and functional knowledge among students who were highly engaged in programming. Evidence suggested that the process of programming facilitated the integration of various forms of knowledge -imagistic, declarative, and procedural – into working mental models, better enabling these students to design realistic robots, and make analyses and predictions of robot behavior. These findings provide insight into methods for guiding and assessing student development in the robot building process.

Keywords

• Elementary Education
• Students
• Programming
• Robotics

Also Read

• iPads in the Classroom – New Technologies, Old Issues: Are they worth the effort?
• Channeling the channel: Can iPad meet the needs of today’s M-Learner
• Designing robotics-enhanced constructivist training for science and technology teachers: the TERECoP Project
• Educational Robotics for Elementary School Classroom
• A Preliminary Study Exploring the Use of Fictional Narrative in Robotics Activities
• The Effectiveness of Robotics in the Classroom
• Clay Animation and Multimodal Storytelling
• iPads and Digital Storytelling: Successes and Challenges With Classroom Implementation
• What is Educational Robotics? Theories behind it and practical implementation
• Developing and Applying a Model for “Hands-On Online” Mathematics Learning

Tags