Kerimbayev Nurassyl, Nurym Nurdaulet, Akramova Aliya, Abdykarimova Saule
Al-Farabi Kazakh National University, Almaty, Kazakhstan.
Educ Inf Technol (Dordr). 2023 Apr 24:1-23. doi: 10.1007/s10639-023-11806-5.
In the previous study the work experience on organization of teaching Robotics to secondary school students at school lessons and in study groups was introduced. This study which was conducted within 2019 and 2021 covered the period of distant learning caused by COVID-19 pandemic and even post-pandemic period, when a part of school students continued learning online. The study deals with the problem of developing school students' computational thinking in online learning. We consider computational thinking as a set of cognitive skills of solving educational and cognitive problems. The research questions raised were aimed at solving the problem of the influence of Educational Robotics on developing computational thinking. During the research we have found out that due to the adaptability of robots, Educational Robotics, the development of individual learning programs, and the arrangement of collaborative online learning are instruments and a solution to the problem of developing computational thinking. The main components of computational thinking, which were studied within those 3 years, are the following: algorithmic thinking, ability to program, and efficiency in team work. The influence of the learning strategy we chose enabled us to determine the level of computational thinking and its dependence on learning Robotics. We used statistical criteria in order to summarize the results of our research. The statistics provided suggests progress in the indicator tracked. Based on the experimental data received we approximated reliability (R) and relevant exponential equation (trend lines). The research we carried out also has led to the general conclusion that Educational Robotics helps to create synergistic learning environment for stimulating students' motivation, collaboration, self-efficacy and creativity.
在之前的研究中，介绍了在学校课程和学习小组中向中学生教授机器人技术的工作经验。这项在2019年至2021年期间进行的研究涵盖了由COVID-19大流行导致的远程学习时期，甚至是大流行后的时期，当时一部分学生继续在线学习。该研究探讨了在在线学习中培养学生计算思维的问题。我们将计算思维视为解决教育和认知问题的一组认知技能。所提出的研究问题旨在解决教育机器人技术对培养计算思维的影响问题。在研究过程中，我们发现由于机器人的适应性、教育机器人技术、个性化学习计划的制定以及协作在线学习的安排，都是培养计算思维问题的工具和解决方案。在这三年中研究的计算思维的主要组成部分如下：算法思维、编程能力和团队合作效率。我们选择的学习策略的影响使我们能够确定计算思维的水平及其对学习机器人技术的依赖性。我们使用统计标准来总结研究结果。所提供的统计数据表明所跟踪指标有进展。基于收到的实验数据，我们近似得出可靠性（R）和相关指数方程（趋势线）。我们进行的研究还得出了一个总体结论，即教育机器人技术有助于创造协同学习环境，以激发学生的动机、协作、自我效能感和创造力。
