Abstract
In a robotics learning environment, this study aims to explore: 1) The relationship between students' time spent on peer interactions and their problem-solving measures; 2) The patterns of peer interactions which might promote students' PS competencies. A mixed-method research, adopting pre-post test, semi-structured interview, and classroom observation, was conducted with 32 primary school students and one dedicated robotics teacher in a robotics summer camp. Results showed that: 1) students' time spent on peer interaction was positively correlated to students' problem-solving self-efficacy. 2) Among various peer interactions, discussion, the division of work, and observational learning were found to be effective for developing students' problem-solving competencies, while off-task interaction was excluded. Copyright © 2021 ACM.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of ICETT 2021: 2021 7th International Conference on Education and Training Technologies |
| Place of Publication | New York |
| Publisher | Association for Computing Machinery |
| Pages | 84-89 |
| ISBN (Electronic) | 9781450389662 |
| DOIs | |
| Publication status | Published - Apr 2021 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Keywords
- Robotics education
- Problem-solving competencies
- Peer interactions
Fingerprint
Dive into the research topics of 'Promoting students’ problem-solving competencies: Peer interactions in a robotics learning environment'. Together they form a unique fingerprint.- APA
- Standard
- Harvard
- Vancouver
- Author
- BIBTEX
- RIS