Robotics programming in support of computational thinking: Scaffolding from teacher, peer, and robotics agents

Bian Wu

Robotics programming in support of computational thinking: Scaffolding from teacher, peer, and robotics agents

Bian Wu

Faculty of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

1 Scopus citations

Abstract

This pilot study focused on learning task design of robotics programming to develop three key skills in computational thinking including abstraction, debugging and control-ofvariables strategy, and investigated the scaffolding activities during interactions among teacher, students and robotics in the classroom. The preliminary findings suggest the designed learning tasks were appropriate for fostering CT skills development. In completing these learning tasks, different agencies played various roles and had their distinctive advantages in scaffolding different CT skills.

Original language	English
Title of host publication	12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publication	Transforming Learning, Empowering Learners, Proceedings
Editors	Chee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1197-1198
Number of pages	2
Volume	2
ISBN (Electronic)	9780990355083
State	Published - 2016
Event	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: 20 Jun 2016 → 24 Jun 2016

Conference

Conference	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/Territory	Singapore
City	Singapore
Period	20/06/16 → 24/06/16

Cite this

Wu, B. (2016). Robotics programming in support of computational thinking: Scaffolding from teacher, peer, and robotics agents. In C.-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1197-1198). International Society of the Learning Sciences (ISLS).

Wu, Bian. / Robotics programming in support of computational thinking : Scaffolding from teacher, peer, and robotics agents. 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. editor / Chee-Kit Looi ; Joseph L. Polman ; Peter Reimann ; Ulrike Cress. Vol. 2 International Society of the Learning Sciences (ISLS), 2016. pp. 1197-1198

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title = "Robotics programming in support of computational thinking: Scaffolding from teacher, peer, and robotics agents",

abstract = "This pilot study focused on learning task design of robotics programming to develop three key skills in computational thinking including abstraction, debugging and control-ofvariables strategy, and investigated the scaffolding activities during interactions among teacher, students and robotics in the classroom. The preliminary findings suggest the designed learning tasks were appropriate for fostering CT skills development. In completing these learning tasks, different agencies played various roles and had their distinctive advantages in scaffolding different CT skills.",

author = "Bian Wu",

note = "Publisher Copyright: {\textcopyright} ISLS.; 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 ; Conference date: 20-06-2016 Through 24-06-2016",

year = "2016",

language = "英语",

volume = "2",

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editor = "Chee-Kit Looi and Polman, \{Joseph L.\} and Peter Reimann and Ulrike Cress",

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Wu, B 2016, Robotics programming in support of computational thinking: Scaffolding from teacher, peer, and robotics agents. in C-K Looi, JL Polman, P Reimann & U Cress (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. vol. 2, International Society of the Learning Sciences (ISLS), pp. 1197-1198, 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016, Singapore, Singapore, 20/06/16.

Robotics programming in support of computational thinking: Scaffolding from teacher, peer, and robotics agents. / Wu, Bian.
12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. ed. / Chee-Kit Looi; Joseph L. Polman; Peter Reimann; Ulrike Cress. Vol. 2 International Society of the Learning Sciences (ISLS), 2016. p. 1197-1198.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - This pilot study focused on learning task design of robotics programming to develop three key skills in computational thinking including abstraction, debugging and control-ofvariables strategy, and investigated the scaffolding activities during interactions among teacher, students and robotics in the classroom. The preliminary findings suggest the designed learning tasks were appropriate for fostering CT skills development. In completing these learning tasks, different agencies played various roles and had their distinctive advantages in scaffolding different CT skills.

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PB - International Society of the Learning Sciences (ISLS)

Y2 - 20 June 2016 through 24 June 2016

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Wu B. Robotics programming in support of computational thinking: Scaffolding from teacher, peer, and robotics agents. In Looi CK, Polman JL, Reimann P, Cress U, editors, 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. Vol. 2. International Society of the Learning Sciences (ISLS). 2016. p. 1197-1198

Robotics programming in support of computational thinking: Scaffolding from teacher, peer, and robotics agents

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