Computational Thinking, Participation, and Spatial Reasoning in an Afterschool Robotics Program

• In Event: AERA Virtual Poster Session 6
  In Poster Session: Computational Thinking and the Learner and Educator Experience

Abstract

This paper describes the findings of a study that used robotics as the context to develop computational thinking (CT), computational participation, and spatial reasoning among predominantly Black elementary students who attended a public school in the urban fringe of a large city in the Eastern United States. Two teachers and 22 students participated in a case study that examined how cultural pedagogy was used to enhance students’ learning and STEM engagement in an informal afterschool program where robotics tasks were implemented. Results revealed robust evidence of CT among focal students and some evidence of computational participation. Moreover, focal students demonstrated spatial reasoning skills during robotics tasks, which are correlated with higher mathematics achievement and academic success.

Authors

• Jacqueline Leonard, MERAssociates, LLC

• Cara M. Djonko-Moore, Rhodes College

• Krista Rae Francis, University of Calgary

• Monica B. Mitchell, MERAssociates