Identifying Computational Thinking Behaviors in the Robotics Programming Activity

Abstract

Abstract

Robotics programming is a context which can enhance the development of computational thinking (CT) by demonstrating abstract concepts in a concrete way. Assessing applied CT components from behavioral observation has not yet been studied extensively. We aim to advance the means to identify CT behaviors in a robotics programming activity. In this paper, we introduce a pilot study where we examine an existing CT behavior scheme by applying it into the robotics programming contexts. The ninth grade students worked on the tasks of building the robot arm and programming it to make different movements. We analysed the video data to identify CT behaviors in their interactions. All items in the CT behavior scheme were observed in the robotics programming activity. CT behaviors were observed most in the independent programming phase. The students applied CT while testing the commands and debugging. In the building phase the complex process with the physical materials increased the opportunity to apply decomposition and abstraction. The results indicate that the structured instructional design of the activity minimised the students’ freedom, creativity and thinking, which might limit the chance to apply CT components. We conclude that CT behavior scheme can be used in the robotics programming contexts, however, modifications in the descriptions of the items to adjust to the robotics contexts are necessary. The findings contribute to the CT research community by advancing the methodological approach of assessing CT and by deepening the understanding of the robotics programming as the contexts to use the CT components.