Abstract:

Educational robots are one of the best tools for creating fun learning experiences (Curto & Moreno, 2015; Eguchi, 2014), achieving learning outcomes (Altin & Pedaste 2013) and promoting skills (Afari & Khine, 2017; Curto & Moreno, 2015; Miller & Nourbakhsh, 2016). Computational Thinking (CT) and Educational Robotics have a natural symbiotic relationship and can work together to offer exciting educational opportunities for K-12 Education (Catlin & Wollard, 2014). The present study investigates the development of CT skills (holistic measurement) between the ages of 6-7 years with four 4 different methods. The methods are: through programming the Dash robot in real life scenarios, through following commands from Dot robot, through following commands by the researcher (embodied cognition) and without any intervention (control group). The study explores the process of developing students' (n=80) holistic CT skills (sequencing, algorithm thinking, debugging, flow of control, abstraction) and the relation between CT and cognitive type. Overall, the study demonstrates that learning with Dash is an effective approach of teaching young children CT skills within authentic real life scenario activities.

Keywords:

Robotics, programming, computational thinking, K12, 21st century skills.