Res.Lego Wedo 2.0 is Lego’s entry-level robotics & coding kit, designed for the education space. Sustainability 10(10), 3819 (2018)Ĭhou, P.-N.: Using ScratchJr to foster young children’s computational thinking competence: a case study in a third-grade computer class. 14(10), em1600 (2018)Ĭhou, P.-N.: Smart technology for sustainable curriculum: using drone to support young students’ learning. Ĭhou, P.-N.: Skill development and knowledge acquisition cultivated by maker education: evidence from Arduino-based educational robotics. In: Merdan, M., Lepuschitz, W., Koppensteiner, G., Balogh, R., Obdržálek, D. Gervais, O., Patrosio, T.: Developing an introduction to ROS and Gazebo through the LEGO SPIKE Prime. Hussain, S., et al.: The effect of LEGO training on pupils’ school performance in mathematics, problem solving ability and attitude: Swedish data.
40(2), 201–216 (2007)īarker, B.S., Ansorge, J.: Robotics as means to increase achievement scores in an informal learning environment. Williams, D.C., et al.: Acquisition of physics content knowledge and scientific inquiry skills in a robotics summer camp. In: Alimisis, D., Moro, M., Menegatti, E. Veselovská, M., Mayerová, K.: Assessment of lower secondary school pupils’ work at educational robotics classes. In: Merdan, M., Lepuschitz, W., Koppensteiner, G., Balogh, R. Polishuk, A., Verner, I.: Student-robot interactions in museum workshops: learning activities and outcomes. Mayerové, K., Veselovská, M.: How to teach with LEGO WeDo at primary school. In addition, students immersing in peer oral presentation increased engineering design thinking behaviors morn than their counterparts in class. The findings indicated that all students achieved a medium-high level on the content knowledge of programming and electrical engineering. Students’ weekly engineering design behaviors were cumulated to define engineering design performances. Upon completion of the experiment, all students received programming and electrical engineering tests. In the experimental group, some well-performing students were encouraged to orally demonstrate their robot projects whereas students in the control group only focused on creating their projects without a need for a peer demonstration. The same teacher delivered 8-week program instruction for those students. Students were 30 s graders from a public elementary school in Taiwan.
Participants were two groups of students who participated in the Maker Program at different semesters (experimental: 2021 Fall control: 2021 Spring). A quasi-experimental posttest with control group was used to answer the research purpose. The study aimed to investigate students’ engineering design thinking in robot projects. Pedagogy issues regarding the LEGO Spike kit remains unknown.
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