Primary students' meanings around spatial concepts formed with the joint use of a programmable simulator and a robotics microworld

Postgraduate Thesis uoadl:2776221 193 Read counter

Κατεύθυνση Σύγχρονες Τεχνολογίες στην Εκπαίδευση
Library of the School of Philosophy
Deposit date:
Gkreka Christina
Supervisors info:
Κυνηγός Χρόνης, Καθηγητής, Διευθυντής Εργαστηρίου Εκπαιδευτικής Τεχνολογίας, Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Φιλοσοφική σχολή, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ζαχαρούλα Σμυρναίου, Επίκουρη καθηγήτρια, Τμήμα Φιλοσοφίας, Παιδαγωγικής, Ψυχολογίας, Φιλοσοφική σχολή , Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Λάτση Μαρία, Διδάκτωρ, Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίας, Τομέας Παιδαγωγικής, Φιλοσοφική Σχολή, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Original Title:
Καλλιέργεια Νοηματοδότησης Χωρικών εννοιών μαθητών Δημοτικού με την αξιοποίηση συνδυασμού ψηφιακών αναπαραστάσεων και ρομποτικής.
Translated title:
Primary students' meanings around spatial concepts formed with the joint use of a programmable simulator and a robotics microworld
This design research includes a didactical intervention concerning the subject of Geometry in Primary students. The problematic of the research concerns the difficulties faced by students in geometry, which have been attributed to the absence of the link between school geometry and the spatial aspects of the subject (Battista and Clements (1988, p. 11, ref. in Jones & Mooney, 2003, p. 12), as well as to the type and number of representations used in teaching (Makina, 2010).
Based on the above, during the activities of the educational scenario which was designed for the research, students interact with different tools, MachineLab Turtleworlds (MaLT) and a robotic CNC Drawer Machine, which provide different representations for the same geometric object. During this interaction students develop their spatial orientation and spatial visualization skills as they construct cubes and cubes’ nets orienting entities in space. Students create physical models of temporary houses simulating the practices of professionals who design and build containers. Firstly they design virtual models of houses using a digital tool, then they create a robot similar to the real machine which cuts solids’ nets and finally they program their robot to draw cube and other solids’ nets on the paper. These drawings are cut and tiled in order to create physical models of container houses, which are placed on a maquet of a camp which is supposed to host people who have suffered from a physical disaster. Educational design was theoretically supported by the theory of Constructionism, the theory of Activity and the principles of Realistic mathematical education.
The research aims to study the extent to which students, using different tools, develop their spatial skills, thus facilitating their geometry understanding. The research questions refer to the kind of spatial skills that learners develop while using different tools and interacting with different representational systems each time, the characteristics of each tool that favors the development of corresponding skills and the way in which the development of these skills affects the students’ conceptualization about geometry concepts.
The results of the research show that the students implemented spatial orientation and spatial visualization skills during their interaction with both the three-dimensional geometry environment and the robotic artifact. The implementation of these skills favored problem solving and understanding of geometric concepts. In addition, the use of tools favored the continuous transition between different representations for the same geometric object.
Future research could study the development of spatial skills through the combination of digital representations and robotics at other ages and the design of activities that encourage the use of different tools and the creation of additional representations by students in order to investigate the type of representations the combination of which could help students create meanings about spatial concepts.
Main subject category:
Education - Sport science
spatial visualization, spatial orientation, Geometry, 3d geometry software, robotics, design research
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