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http://dx.doi.org/10.14352/jkaie.2014.18.2.225

Development of a Robot Programming Instructional Model based on Cognitive Apprenticeship for the Enhancement of Metacognition  

Yeon, Hyejin (Asannamsung Elementary School)
Jo, Miheon (Dept. of Computer Education, Cheongju National University of Education)
Publication Information
Journal of The Korean Association of Information Education / v.18, no.2, 2014 , pp. 225-234 More about this Journal
Abstract
Robot programming allows students to plan an algorithm in order to solve a task, implement the algorithm, easily confirm the results of the implementation with a robot, and correct errors. Thus, robot programming is a problem solving process based on reflective thinking, and is closely related to students' metacognition. On this point, this research is conducted to develop a robot programming instructional model for tile enhancement of students' metacognition. The instructional processes of robot programming are divided into 5 stages (i.e., 'exploration of learning tasks', 'a teacher's modeling', 'preparation of a plan for task performance along with the visualization of the plan', 'task performance', and 'self-evaluation and self-reinforcement'), and core strategies of metacognition (i.e., planning, monitering, regulating, and evaluating) are suggested for students' activities in each stage. Also, in order to support students' programming activities and the use of metacognition, instructional strategies based on cognitive apprenticeship (i.e. modeling, coaching and scaffolding) are suggested in relation to the instructional model. In addition, in order to support students' metacognitive activities. the model is designed to use self-questioning, and questions that students can use at each stage of the model are presented.
Keywords
Robot programming; Metacognition; Instructional Model; Cognitive apprenticeship;
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Times Cited By KSCI : 1  (Citation Analysis)
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