The study aims to examine how 19 year 4 and 6 students’ computational identity and programming empowerment was affected by working in pairs with educational robots for two weeks. The study was inspired by a previous study by Kong and Lai (2022) within the same field. Data collection was carried out through surveys before and after the two weeks of lessons and through observations during. Results show that students perceived programming empowerment increased while computational identity decreased, in contrast to the results of the previous study. A likely explanation to the differences is the duration of the study. Results indicate that programming empowerment is easier to positively influence in a short period of time while computational identity takes longer to improve. Instances of cooperative learning and scaffolding positively contributed to learning. In conclusion it can be stated that working with educational robots have a positive effect on students perceived programming empowerment in a short period of time and with a longer and recurring element of robot programming there is potential to also strengthen the students perceived computational identity. Both aspects work as a tool for teachers to measure student learning within programming.
- Grundlärarutbildning: årskurs 4-6
Algoritmen för framgång?: En studie om programmerbara robotar i skolan
Jönsson, M. (Author), Masseck, J. (Author). 2024-Jun
Student thesis: Professional degree, Advanced level