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ERIC Number: EJ1164830
Record Type: Journal
Publication Date: 2018-Feb
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-0145
EISSN: N/A
How Does the Degree of Guidance Support Students' Metacognitive and Problem Solving Skills in Educational Robotics?
Atmatzidou, Soumela; Demetriadis, Stavros; Nika, Panagiota
Journal of Science Education and Technology, v27 n1 p70-85 Feb 2018
Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students' metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11-12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: "minimal" (with minimal MC and PS guidance) and "strong" (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students' metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students' MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A