Dallas Campus (Online)
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Doctor of Education
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Third Committee Member or Committee Reader
This study examined the role of educational robotics in fostering computational thinking in elementary settings, both in classrooms and extracurricular programs. Among growing concerns over K–12 students’ computational thinking deficits, the research evaluated the impact of Lego EV3 and VEX IQ platforms. Data was sourced from lesson plans, student work surveys, and teacher interviews and then subjected to thematic analysis using a qualitative approach. The participants were Texas educators engaged in robotics instruction, even though specific robotics statistics are absent in the Texas Education Agency. Instructional strategies varied from hands-on experiences to translating mathematical concepts into robotic actions. A key finding was robotics’ role in advancing computational and critical thinking skills. Teachers believed that robotics went beyond a mere science, technology, engineering, and mathematics introduction, promoting advanced computational thinking and linking creativity to real-world application. Robotics challenges were seen to enhance students’ computational and critical thinking capabilities. The study drew from constructionism theory, which promotes learning through action and knowledge creation. In conclusion, educational robotics, reinforced by constructionism, is essential for equipping students for a technologically advanced future. Early exposure to robotics equips elementary students with vital 21st-century skills, enhancing their science, technology, engineering, and mathematics preparedness.
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Jordan, Sonia D., "Educational Robotics and Computational Thinking in Elementary School Students" (2023). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 725.