Educational Robotics and Computational Thinking Development

Introduction

Computational thinking (CT) is a way to “solve problems, design systems, and even understand human behavior by making use of the concepts that are fundamental to computer science”. CT also involves other areas, such as problem decomposition, data representation, and modeling. “Computational thinking is a fundamental skill for everyone, not just for computer scientists (Chen et al., 2017). According to Wing, (2006) computational thinking should be added to every child’s analytical ability on top of the core abilities reading, writing, and arithmetic. Chen et al. (2017) also believe that transfer is aligned with the interpretation of CT which is a fundamental skill. The interested parts computer scientists, cognitive researchers, and educators are still discussing are the nature, definition, and application of CT (Barr et al., 2011).

Educators may use CT components to build CT skills throughout the curriculum for all grade levels and contents. CT as a problem-solving process consists of (Barr et al., 2011):

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  the formulation of problems so they can be solved by using computers and other tools

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  the logical organization and analyzing of data

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  representation of data using abstraction (models and simulations)

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  automated solutions as a series of ordered steps which is algorithmic thinking

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  identification, analysis, and implementation of feasible solutions focusing on an efficient and effective combination of steps and resources

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  generalization and transfer of a problem-solving process to a wide series of questions

Digital construction and creation technologies, combined with appropriate learning methodologies (constructivism and constructionism), may contribute to learning experiences that promote creativity, critical thinking, teamwork, and problem-solving skills. Those skills are imperative for the organizations of the twenty-first century (Alimisis et al., 2019).

CT differs from critical thinking and mathematical thinking according to Barr et al. (2011) because:

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  it is a particular combination of thinking skills which provide the basis of a new and effective way to solve problems

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  it is tool-oriented

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  it uses familiar problem-solving skills such as trial and error, iteration in previously impractical contexts but is made possible because they can be automated and implemented at greater speeds

It is important to offer all the types of thinking to students so that each will find the way of thinking that he/she is good at and improve the other ways that he/she is not doing so well. That way we provide opportunities for all students that have different intelligences (Gardner, 1983).

Background

There is great talk about CT and educational robotics. This chapter focuses on how these two subjects interact, on what educational robotics has to offer to CT and how this can be achieved. To support our case, we used the current bibliography and the authors experience in computer science teaching using educational robotics bearing in mind CT.

CT became popular as a term in 2006 from the article in Communications of the ACM, from the computer scientist Jeannette Wing’s in which she manifested CT as a fundamental skill for all and not just for computer scientists (Wing, 2006). Officially the term was used much earlier from Papert (1980), but his definition did not mean the same thing as Wing’s (2006) definition and further use (Vaidyanathan, 2016).