Reaction to Bugs During Robot Programming

• In Event: Moscone Center North Roundtable Session 14
  In Roundtable Session: Computational Thinking and Computer Science in Elementary School Contexts

Abstract

It is often said that computer science is for all students. This implies that it is also for early childhood students, including preschoolers, kindergarteners, and early elementary schoolers. To integrate computer science education into early childhood education, it is necessary to prepare early childhood teachers to do so. In this study, we investigated how and why 15 preservice, early childhood teachers reacted to and addressed challenges when creating block-based programming to control robots. Data sources included classroom recordings, interviews, lesson artifacts, and questionnaires. Analysis strategies included open and axial coding. Findings on hypothesis generation, guess-and-check practice, stereotypical conception, and adaptive attribution to success in programming are discussed.

Authors

• ChanMin Kim, Pennsylvania State University

• Brian R. Belland, The Pennsylvania State University

• Lucas Vasconcelos, University of South Carolina

• Roger B. Hill, University of Georgia - Athens