Multidisciplinary perspectives on a video case of children designing and coding for robotics

Krista Francis*, Cathy Bruce, Brent Davis, Michelle Drefs, David Hallowell, Zachary Hawes, Lynn McGarvey, Joan Moss, Joanne Mulligan, Yukari Okamoto, Nathalie Sinclair, Walter Whiteley, Geoff Woolcott

*Corresponding author for this work

    Research output: Contribution to journalArticle

    2 Citations (Scopus)
    34 Downloads (Pure)

    Abstract

    Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address that gap by asking 19 professionals to comment on a video that documented children's progression through 5 days of building and programming robots. Their written opinions on the skills relevant to their careers demonstrated by the children revealed that spatial thinking and design thinking are central to what they see.

    Original languageEnglish
    Pages (from-to)165-178
    Number of pages14
    JournalCanadian Journal of Science, Mathematics and Technology Education
    Volume17
    Issue number3
    DOIs
    Publication statusPublished - 2017

    Bibliographical note

    Copyright the Author(s) 2017. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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