Tap creative play Elementary Robotics Pilot Study � Who is tapping into creative play? Are we? John He ff ernan Lego Robots directly tap into the creative play urge of children in a healthy and educational way. A PK - 6 robotics curriculum Research Questions � ( such as Elementary Engineering Curriculum ) is needed to support and sustain the natural engineering instincts of young children until formal engineering education starts. How do grade K to 6 elementary students’ robotics engineering ski lm s and processes change over time in terms of construction and programming techniques? Specifica lm y, what changes in their techniques and processes can be seen over time that impact their ability to realize their design ideas? �
Lit Review Lit Review - Frameworks � Constructivism ( Piaget, 1969 ) � Map stages applicable to K - 6 ( preoperational, concrete Reviewed papers and books on applicable fs ameworks, operational, formal operational ) to grade levels � design process models, and methodologies for a List cognitive milestones � longitudinal case study of elementary robotics Constructionism ( Papert, 1993 ) basis of curriculum � Social constructivism ( Vygotsky, 1986 ) , Neo - Piagetian Frameworks Structures not as universal as Piaget claimed ( Y oung, 2011 )� Central Conceptual Structures - ( Case, 1991 ) � Instruction/schooling part of development ( Bede lm & Fisher, 1992 )� Relationship between theoretical fs ameworks, the 4 C’s and Learning Progressions ( Krajcik, 2011 ) Robotics
Lit Review - Models Portsmore ( 2011 ) Engineering/design models ( Portsmore, 2011; Crismond, 2012 )� Design process models are similar with di ff erent names and number of steps � Design based science models include science processes Resnick ( 2007 ) Bers et al ( 2014 )
Apedoe, Reynolds, Ellefson, & Schunn Martinez and Stager ( 2013 ) ( 2008 ) TMI - Think, Make, Improve Crismond & Adams ( 2012 ) Engineering design process model for this study
EDP Models - Conclusion Causal Reasoning Piaget - fs om realism, objectivity, reciprocity, relativity, ✤ Use a variation of the standard engineering design process model fs om magical, self - centered to eventual scientific/ that focuses on observable behavior and wi lm get at what is objective ( Fuson, 1976 )� cha lm enging for the students � Most people are not good at causal reasoning and ✤ Main EDP codes: plan, research, build, rebuild, program, selectivity pick data to match their pre - existing ideas reprogram, evaluate, wait ( Kuhn & Dean, 2004 ) Casual Reasoning � Methodologies - Crismond ( 2001 ) Consists of quantitative ( math/data ) and qualitative mechanism ( science )� Need both ( Kuhn & Dean, 2004 )� Usua lm y a posteriori � In general, engineers engage in a priori predictions ( mental projections ) about the performance of designs �
W elch ( 1999 ) McRobbie et al ( 2001 ) Roden ( 1997, 1999 ) Lit Review - Conclusions No systematic longitudinal studies of children’s cognitive design processes � Many ca lm s for more longitudinal studies - ( Crismond, 2012; Penner et al., 1997; Roth, 1996 )
Pilot Study Goals Methodology Qualitative, Cross Case, Longitudinal, Cross - Sectional ( Yin, 2006 ) ( Borman, Clarke, Cotner, & Lee, 2006 )� Establish task � Semi - clinical video interview ( Piaget & Inhelder, 1969 )� Establish methodology � Microgenetic Analysis ( Chinn, 2006; Siegler & Crowley, 1991 )� Establish data analysis � Film one second grade student and one grade six student doing same open - ended engineering task ( Erickson, 2006 )� Look for emergent themes Transcribed and coded using grounded theory ( Glaser & Strauss, 2009 )� Process Main EDP Codes Kept process journal � Main EDP codes: plan, research, build, rebuild, program, reprogram, evaluate, wait Process was very iterative and emergent but not infinite
Model - Sub - Codes Emergent Non - EDP Codes ASYMMETRY , SYMMETRY , STABILITY , PROBLEM - SOLVING, SCALE, CONNECTION, MATH,SCIENCE, SEQUENCING, � SYSTEMS - THINKING, FINE - MOTOR, � Plan, Research, Build - Normal, Build - Rebuild, � PROJECT - CORRECT, PROJECT - INCORRECT, SEMI - CONCRETE, Program - Normal, Program - Reprogram, Evaluate - UNANTICIPATED - CONSEQUENCE,PERSIST - BAD � Physical, Evaluate - V erbal, Evaluate - System, Evaluate - � Visual, W ait AFFECT, TALK - TO - ROBOT, CREATIVE - PLAY , SELF - TALK, � � MULTIPLE - PHASES, TALK - ALOUD - ARTIFACT, STRATEGY , IMPORTANT Count&of&EDP&Phases&by&Grade && Time%in%EDP%Phase%by%Grade %% 50" 0:36:00# 45" 40" 0:28:48# 35" 30" 0:21:36# Grade"6" 25" Grade#6# Grade"2" 20" Grade#2# 0:14:24# 15" 10" 0:07:12# 5" 0" 0:00:00# PLAN" RESEARCH" BUILD" PROGRAM" EVALUATE" PLAN# RESEARCH# BUILD# PROGRAM# EVALUATE#
Average'Dura*on'of'EDP'Phase'by'Grade' 0:01:09# 0:01:00# 0:00:52# 0:00:43# G6#Ave#DuraCon# 0:00:35# G2#Ave#DuraCon# 0:00:26# 0:00:17# 0:00:09# 0:00:00# PLAN# RESEARCH# BUILD# PROGRAM# EVALUATE# TOTAL# Count&of&EDP&Subcode&Phase&by&Grade&& 40" 35" 30" 25" 20" 15" G2"Count" G6"Count" 10" 5" 0" N " H " L " D " L " M " L " L " L " M " A A A A C A L A R M I M A C B U E L U R I T P A R R S R S S B G Y E I E O E O O V V Y S R H 5 S E N N R P 5 E 5 R 5 5 5 E E D D M P 5 T T T L E E A A L R T U A I U I A A U U U R 5 L B M U L A L B G A A O A L V A V V R R V E E E G P E O R P
Count&of&Non)EDP&Codes&by&Grade& Time%in%EDP%Subcode%Phase%by%Grade%% 50" 0:36:00# 45" 40" 0:28:48# 35" 30" 0:21:36# 25" 20" 0:14:24# G2"COUNT" G2#Time## "G6"COUNT" 15" G6#Time# 0:07:12# 10" 5" 0:00:00# # # # # # # # # # # N H L D L M L L L M 0" A C A L A A A A A E L R M I M C B U " " " " " " " " " " " " " " " " " " " " " " " " U R I R T T Y N Y R T H S D G T T E E K E G Y Y Y G T T E P A S S S C R O A O N T E A N C C L C L T N T G R N C O C R B R G E I E T L A A S E E A N A E I E T A N E O Y V Y F I P T A B V I R C R C I L K I B E O O V E T O T M 5 R E T B I T E F O E S R H 8 S F M C E 5 R H T L R R S I 5 C N A M N T I U E N N 8 E 8 A E M O P S O O O C F N E A R I R 8 R P E E M N V 5 I S S L O U T M H R 5 Q R 8 D 8 P T I E 5 P E S C C E S T T A O E D M 8 T T Y N T M L R M 5 5 N S C Q S Y 5 T S E E A S O A N P E T I I S S 5 D 5 N L L T A A A E I I P E C 5 M E M K I A R U C R F T I E T S U L O I U A U U L L J C E E O A U R 8 L C U B O E S C B M U L L O T L T 5 B G A A M R R O J S A D L A P Y 5 E O A V V P R S K T A V P L A R E E A R V E P G T I P E C O I T R N A P N U Non$EDP$Code$Timeline$Grade$2$ SYSTEMS*THINKING& SYMMETRY& Non$EDP$Code$Timeline$Grade$6$ STABILITY& 25& SYSTEMS*THINKING& SEQUENCING& SYMMETRY& SCIENCE& STABILITY& SCALE& SEQUENCING& SCIENCE& MATH& 20& SCALE& CONNECTION& MATH& ASYMMETRY& CONNECTION& TALK*ALOUD*ARTIFACT& ASYMMETRY& TALK*ALOUD*ARTIFACT& STRATEGY& 15& STRATEGY& PROBLEM*SOLVING& PROBLEM*SOLVING& MULTIPLE*PHASES& MULTIPLE*PHASES& UNANTICIPATED* UNANTICIPATED& CONSEQUENCE& SEMICONCRETE& SEMICONCRETE& 10& PROJECT*INCORRECT& PROJECT*INCORRECT& PROJECT*CORRECT& PROJECT*CORRECT& PERSIST*BAD& TALK*TO*ROBOT& PERSIST*BAD& SELF*TALK& TALK*TO*ROBOT& 5& IMPORTANT& SELF*TALK& FINE*MOTOR& IMPORTANT& CREATIVE*PLAY& AFFECT& FINE*MOTOR& CREATIVE*PLAY& 0& 0:00:00& 0:14:24& 0:28:48& 0:43:12& 0:57:36& 1:12:00& 1:26:24& AFFECT& 0:00:00& 0:14:24& 0:28:48& 0:43:12& 0:57:36& 1:12:00& 1:26:24&
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