Exploring Explicit Guidance and Practices on Abstraction in a STEM-Integrative Robotics Education Program

• In Event: Technology, Instruction, Cognition and Learning SIG: Learning With Technology

Abstract

This research explores Explicit Guidance and Practices on Abstraction (EGPA) for STEM educators to foster students’ abstractions in computational thinking. Computational thinking is the keystone for students’ expertise in STEM domains, and abstractions are the essence of computational thinking, but previous endeavors of empowering students’ abstractive thinking are fruitless. This research showcased an explanatory sequential mixed methods study examining the effectiveness of EGPA on fostering K-5 students’ abstraction in a STEM-integrated robotics curriculum. Positive impact of the EGPA on K-5 students’ abstraction was reported along with in-depth findings about students’ and teachers’ experience with and perceptions of the EGPA. Professionals and academics investing in STEM education may benefit from this session.

Authors

• Yingxiao Karen Qian, University of South Carolina

• Ikseon Choi, University of Georgia