Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address that gap by asking 19 professionals to comment on a video that documented children’s progression through 5 days of building and programming robots. Their written opinions on the skills relevant to their careers demonstrated by the children revealed that spatial thinking and design thinking are central to what they see.
Journal article
Multidisciplinary perspectives on a video case of children designing and coding for robotics
Canadian Journal of Science, Mathematics and Technology Education, Vol.17(3), pp.165-178
2017
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Source: InCites
Abstract
Details
- Title
- Multidisciplinary perspectives on a video case of children designing and coding for robotics
- Creators
- Krista Francis - University of CalgaryCathy Bruce - Trent UniversityBrent Davis - University of CalgaryMichelle Drefs - University of CalgaryDavid Hallowell - University of California, Santa BarbaraZachary Hawes - University of TorontoLynn McGarvey - University of AlbertaJoan Moss - University of TorontoJoanne Mulligan - Macquarie UniversityYukari Okamoto - University of California, Santa BarbaraNathalie Sinclair - Simon Fraser UniversityWalter Whiteley - York UniversityGeoff Woolcott - Southern Cross University
- Publication Details
- Canadian Journal of Science, Mathematics and Technology Education, Vol.17(3), pp.165-178
- Identifiers
- 2780; 991012821604902368
- Academic Unit
- School of Education; Faculty of Education
- Resource Type
- Journal article