Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6518
Title: Robot Block-based Coding in Preschool
Authors: Gribble, Jim
Reimer, Paul
Rizo, Aileen
Pauls, Steve
Caldwell, Brittany
Macias, Meghan
Spina, Alexis
Rosenbaum, Leah
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Gribble, J., Reimer, P., Rizo, A., Pauls, S., Caldwell, B., Macias, M., Spina, A., & Rosenbaum, L. (2020). Robot Block-based Coding in Preschool. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2229-2232). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This work explores the ways children learn mathematics through playing with coding (programming) and a robot in a preschool setting after a teacher expressed interest in robot coding at a summer institute. Drawing on the importance of learning mathematics through play in early childhood, this paper examines the affordances and constraints of implementing robot coding in a preschool setting across two initial screen-less coding sessions with the robot. Our findings suggest that children were challenged to connect the symbolic markers with the robot’s movement, requiring teacher scaffolding and facilitation. Nonetheless, we argue that coding experiences can support preschool mathematics learning outside of traditional pathways.
URI: https://doi.dx.org/10.22318/icls2020.2229
https://repository.isls.org//handle/1/6518
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
2229-2232.pdf271.66 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.