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Behavioral patterns of elementary students and teachers in one-to-one robotics instruction

机译:一对一机器人教学中小学生和教师的行为模式

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Using robotics technologies in education is increasingly common and has the potential to impact students' learning. Educational robotics is a valuable tool for developing students' cognitive and social skills, and it has greatly attracted the interest of teachers and researchers alike, from pre-school to university. The purpose of this study is to understand the behavioral patterns of elementary students and teachers in one-to-one robotics instruction process. The participants were made up of 18 elementary school students and 18 preservice teachers. Quantitative content analysis and lag sequential analysis were used to analyze the student-teacher interactions. According to findings, the students' assembling bricks, sharing ideas and experiences, and the teachers' providing guidance and asking questions were the most frequent behaviors. Regarding behavioral sequences, the teachers' guidance significantly followed the students' behavior of expressing and sharing their ideas that followed the teachers' questions. The students also significantly tended to play with robots that they themselves designed. Moreover, the teacher-student interactions were discussed in detail in terms of gender differences and difficulty level of robotics activities. The results of this study can be taken into consideration in the design of learning environments with robotics activities. (C) 2017 Elsevier Ltd. All rights reserved.
机译:在教育中使用机器人技术变得越来越普遍,并且有可能影响学生的学习。教育机器人技术是发展学生的认知和社交技能的宝贵工具,并且从学前班到大学都极大地吸引了教师和研究人员的兴趣。本研究的目的是了解一对一机器人教学过程中小学生和教师的行为模式。参加者由18名小学生和18名职前教师组成。定量内容分析和滞后顺序分析被用来分析学生与教师的互动。根据调查结果,学生的组装砖块,交流思想和经验,以及老师的指导和提问是最常见的行为。关于行为顺序,教师的指导很大程度上遵循了学生表达和分享他们的想法的行为,这些想法跟随着老师的问题。学生还非常倾向于玩自己设计的机器人。此外,根据性别差异和机器人活动的难度,对师生互动进行了详细讨论。在设计具有机器人活动的学习环境时,可以考虑这项研究的结果。 (C)2017 Elsevier Ltd.保留所有权利。

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