Treffer: The effect of authentic task-oriented applications on problem-solving skills in robotic programming teaching

Title:
The effect of authentic task-oriented applications on problem-solving skills in robotic programming teaching
Authors:
Ozenoglu, Yunus E, Baltaci, Sehnaz
Source:
University of South Florida (USF) M3 Publishing
Publisher Information:
Digital Commons @ University of South Florida
Publication Year:
2021
Collection:
University of South Florida St. Petersburg: Digital USFSP
Subject Terms:
group programming, robotics programming, problem-solving skills, authentic tasks, authentic learning, Lego Mindstorms EV3, Education, Educational Technology
Document Type:
Fachzeitschrift text
File Description:
application/pdf
Language:
unknown
Relation:
https://digitalcommons.usf.edu/m3publishing/vol3/iss2021/13; https://digitalcommons.usf.edu/context/m3publishing/article/1058/viewcontent/ET6___The_Effect_of_Authentic_Task_Oriented_Applications_on_Problem_Solving_Skills_in_Robotic_Programming_Teaching.pdf
DOI:
10.5038/9781955833042
Availability:
https://digitalcommons.usf.edu/m3publishing/vol3/iss2021/13
https://doi.org/10.5038/9781955833042
https://digitalcommons.usf.edu/context/m3publishing/article/1058/viewcontent/ET6___The_Effect_of_Authentic_Task_Oriented_Applications_on_Problem_Solving_Skills_in_Robotic_Programming_Teaching.pdf
Rights:
http://creativecommons.org/licenses/by-nc/4.0/legalcode
Accession Number:
edsbas.F8EA5AC8
Database:
BASE

Weitere Informationen

This study aims to examine the effect of authentic tasks in group programming education on the problem-solving skills of secondary school 5th-grade students. A weak experimental single-group pretest-posttest model was applied to gather data. The study participants consisted of 56 5th grade students, 25 girls, and 31 boys, studying in a private secondary school in the 2018-2019 academic year. The "problem-solving skill scale" was applied as a pre-test and post-test to define the participants' problem-solving skills. There is no statistically significant difference in students' problem-solving skills (p = 0.657) according to related (dependent) samples t-test results. The effect size results (d = 0.06) indicate that authentic tasks in group programming education moderately impact participants' problem-solving skills. There is also no statistically significant difference by gender (p = 0.212) on students' problem-solving skills. The effect size results (d = 0.09) show that authentic tasks in group programming education have a high effect on participants' problem-solving skills by gender.