在包容性教室中培养神经多样性的学前儿童的计算思维和社交游戏
Maitraye Das1, Megan Tran2, Amanda Chih-Han Ong3
1Khoury College of Computer Sciences, Northeastern University, Boston, Massachusetts, USA.
概括
神经分离的学前儿童可以使用可编程机器人 (如KIBO) 学习计算思维 (CT) 技能. 这项研究强调了机器人辅助学习和幼儿教育的包容性游戏.
科学领域:
- 幼儿教育 儿童早期教育
- 计算机科学教育计算机科学教育
- 特殊教育 特殊教育
背景情况:
- 计算思维 (CT) 是21世纪的关键技能,越来越多地融入到幼儿教育课程中.
- 目前在儿童中培养CT的现有研究和技术在很大程度上忽视了神经差异学习者的需求.
- 需要探索包容性的方法来教CT概念的神经分离学龄前儿童.
研究的目的:
- 研究支持神经多样性学龄前儿童 (3-5岁) 学习计算思维 (CT) 概念的方法.
- 检查可编程机器人的使用在包容性学前班级培养CT技能.
主要方法:
- 对教师进行了采访,以告知研究设计.
- 一个适合年龄的可编程机器人,KIBO,在两个学前班级部署了八周.
- 参与者包括12名神经变异和17名神经类型儿童,年龄为3-5岁.
主要成果:
- 神经分离的孩子们表现出他们喜欢用KIBO机器人组装和编码.
- 儿童与同龄人和成年人进行合作和竞争性游戏,由机器人协助.
- 相互作用分析揭示了神经分化学龄前儿童中CT概念的学习机会.
结论:
- 可编程机器人提供了一个可访问的工具,用于提高神经分离学龄前儿童的CT技能.
- 技术介导的游戏中的适应可以支持多样化学习者的包容性CT教育.
- 研究结果表明,重新想象教育技术,以便在早期学习环境中更好地服务于神经分歧儿童.
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