Enhancing Computational Thinking Competencies in Young Children: Dynamic Learning Processes Through Embodiments (Poster 43)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Learning Sciences SIG Poster Session 1: STEM Learning, Motivation, Culture, and Design-Based Research

Abstract

This qualitative case study draws on multiple data sources (e.g., observations, fieldnotes, photographs, audio-recordings, and semi-structured interviews) and examines young children's embodiments while engaging with educational robotics and their connections to specific computational thinking (CT) competencies. Drawing on the theory of embodied cognition that emphasizes the interaction between body and cognitive development, the research explores how physical interactions influence six children’s (ages 5 to 7) CT learning using the Code-N-Go robot mouse. Results revealed two common functions of embodiments: utilizing spatial information and reducing cognitive burden. Additionally, a 7-year-old’s distinctive movements accompanying abstract thinking are also discussed. Findings contribute to understanding how movements facilitate CT learning and offer insights into designing instructional approaches involving educational robotics. Limitations are also discussed.

Author

• Slki Narae Lim, University of North Carolina - Chapel Hill