Micro:bit Robotics Course: Infusing Logical Reasoning and Problem-Solving Ability in Fifth Grade Students Through an Online Group Study System

With rising societal interest in the subject areas of science, technology, engineering, art and mathematics (STEAM), a micro:bit robotics course with an online group study (OGS) system was designed to foster student learning anytime and anywhere. OGS enables the development of a learning environment...

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Bibliographic Details
Published in:International review of research in open and distance learning 2021-02, Vol.22 (1), p.21-40
Main Authors: Cheng, Po-Jen, Liao, Yuan-Hsun, Yu, Pao-Ta
Format: Article
Language:English
Subjects:
Cognition & reasoning
Cognitive Development
Computer Science Education
Correlation
Distance learning
Elementary School Students
Embedded systems
Foreign Countries
gender difference
Gender Differences
Grade 5
Independent study
Learning Processes
Lifelong Learning
Literature reviews
logical reasoning
Logical Thinking
Mathematics
micro:bit robot
Online Courses
Online instruction
Pretests Posttests
Problem Solving
Reading comprehension
Reading Skills
Robotics
Robots
Rural Areas
Science Curriculum
Social networks
STEAM
Students
Teaching
Teaching Methods
Tests
Thinking Skills
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Summary:With rising societal interest in the subject areas of science, technology, engineering, art and mathematics (STEAM), a micro:bit robotics course with an online group study (OGS) system was designed to foster student learning anytime and anywhere. OGS enables the development of a learning environment that combines real-world and digital-world resources, and can enhance the effectiveness of learning among students from a remote area. In this pre- and post-test experiment design, we studied 22 (8 males and 14 females) 5th grade students from a remote area of Taiwan. A t test performed before and after the robotics course showed a positive increase in students’ proportional reasoning, probabilistic reasoning, and ability to analyze a problem. Results also revealed a gender difference in the association between students’ logical reasoning and problem-solving ability.
ISSN:1492-3831
1492-3831
DOI:10.19173/irrodl.v22i1.4844