Treffer: Teachers’ Knowledge in Informatics—Exploring Educational Robotics Resources Through the Lens of Textual Data Analysis

Title:
Teachers’ Knowledge in Informatics—Exploring Educational Robotics Resources Through the Lens of Textual Data Analysis
Authors:
Parriaux, Gabriel, Reffay, Christophe, Drot-Delange, Béatrice, Khaneboubi, Mehdi
Contributors:
HEP Lausanne, Université de Franche-Comté (UFC), Université Bourgogne Franche-Comté COMUE (UBFC), ANR, Pellet, JP., Parriaux, G.
Source:
Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education ; https://edutice.hal.science/edutice-04402987 ; Pellet, JP., Parriaux, G. Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education, 14296, Springer Nature Switzerland, pp.126-138, 2023, Lecture Notes in Computer Science, 978-3-031-44899-7. ⟨10.1007/978-3-031-44900-0_10⟩ ; https://link.springer.com/
Publisher Information:
HAL CCSD
Springer Nature Switzerland
Publication Year:
2023
Collection:
Archive ouverte HAL (Hyper Article en Ligne, CCSD - Centre pour la Communication Scientifique Directe)
Subject Terms:
PCK in informatics, enacted PCK, educational robotics programming paradigms, Reinert’s clustering Textual Data Analysis, teacher education, [SHS.EDU]Humanities and Social Sciences/Education
Document Type:
Buch book part
Language:
English
ISBN:
978-3-031-44899-7
3-031-44899-5
Relation:
edutice-04402987; https://edutice.hal.science/edutice-04402987
DOI:
10.1007/978-3-031-44900-0_10
Availability:
https://edutice.hal.science/edutice-04402987
https://doi.org/10.1007/978-3-031-44900-0_10
Accession Number:
edsbas.B80E02F6
Database:
BASE

Weitere Informationen

International audience ; Abstract In this research, we are interested in the knowledge of primary and secondary teachers to teach informatics. Using pedagogical resources produced by them as a trace of their enacted Pedagogical Content Knowledge (ePCK), we perform Textual Data Analysis and Clustering to discover the topics they write about. Focusing on resources in educational robotics, we show that lexicon used by teachers is different depending on the robot they use. Reinert’s clustering associates each robot with a separate cluster and a specific vocabulary. Multiple Correspondence Analysis (MCA) shows an opposition between lexicon found in resources using event-driven robots (Thymio and Ozobot) and in resources using sequential robots (Beebot and Bluebot). Event-driven robots tend to be more related with events and behavior notions, as sequential robots tend to be more related with first manipulations of an object and programming notions.