Embodied and Nonlinear Learning: Lessons From a Robotics Education Program for Young Children

• In Event: Young Children's STEM Learning and Development

Abstract

This qualitative case study explores how three second-graders, who were considered to demonstrate challenging social and behavioral issues, participated in a robotics education program at a public elementary school. Based on the analysis of 42 hours of video-recorded observation data, we identified embodied and non-linear learning as the most noticeable patterns in these children’s learning. The findings of this study encourage teachers to consider four elements when designing a robotics education program for diverse young learners: First, the type of activity structure; second, outputs produced by robotic manipulatives; third, balancing collaborative work against individual needs; and finally, valuing children’s repetitive exploration of robotic manipulatives.

Authors

• Sung-eun Jung, University of Georgia - Athens

• Kyung Hwa Lee, University of Georgia

• Shara Cherniak, University of Georgia

• Eunji Cho, University of Georgia - Athens