Developing Computational Thinking Through Problem-Solving Activities With Dash and Dot (Poster 25)

• In Event: AERA Poster Session Sixteen
  In Poster Session: Instructional Technology SIG Posters

Abstract

The research experimentally examined the effects of teaching interventions using the robotic devices of Dash and Dot for developing primary-school students' computational-thinking skills. Fifty-three children aged nine and 12 years old participated in the study. Nine-year-old students benefited from computational-thinking activities that were experiential and involved bodily movements. Twelve-year-old students benefited more from programming activities that required abstract and symbolic thinking. In addition, the results showed that it was easier to develop the skills of sequencing and decomposition than debugging and generalization. The research is theoretically and practically significant because it examines the essential subject of teaching computational thinking at the primary-education level and whether teaching with the robotic devices of Dash and Dot can develop young children's computational-thinking skills.

Authors

• Charoula M. Angeli, University of Cyprus
  Presenting Author

• Eftychia Xerou, University of Cyprus
  Presenting Author