Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics

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dc.contributor.authorFrancis, Krista
dc.contributor.authorDavis, Brent
dc.contributor.authorHawes, Zachary
dc.contributor.authorMoss, Joan
dc.contributor.authorOkamoto, Yukari
dc.contributor.authorSinclair, Nathalie
dc.contributor.authorBruce, Catherine D.
dc.contributor.authorDrefs, Michelle A.
dc.contributor.authorHallowell, David A.
dc.contributor.authorMcGarvey, Lynn M.
dc.contributor.authorMulligan, Joanne T.
dc.contributor.authorWhiteley, Walter J.
dc.contributor.authorWoolcott, Geoff W.
dc.date.accessioned2018-10-09T20:10:55Z
dc.date.available2018-10-09T20:10:55Z
dc.date.issued2017-05-05
dc.descriptionThe authors are grateful for support from the Imperial Oil Science Technology Engineering and Mathematics Initiative at Werklund School of Education.en_US
dc.description.abstractSpatial 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.en_US
dc.identifier.citationFrancis, K., Bruce, C., Davis, B., Drefs, M., Hallowell, D., Hawes, Z., … Woolcott, G. (2017). Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics. Canadian Journal of Science, Mathematics and Technology Education, 17(3), 165–178. doi:10.1080/14926156.2017.1297510en_US
dc.identifier.doi10.1080/14926156.2017.1297510en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/35659
dc.identifier.issn1942-4051
dc.identifier.urihttp://hdl.handle.net/1880/108806
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionPublisher's versionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyhttps://authorservices.taylorandfrancis.com/sharing-your-work/en_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0en_US
dc.subjectSpatial reasoningen_US
dc.subjectDesign thinkingen_US
dc.subjectGrade school curriculaen_US
dc.subjectScience, technology, engineering, and mathematics careersen_US
dc.subjectSTEM careersen_US
dc.titleMultidisciplinary Perspectives on a Video Case of Children Designing and Coding for Roboticsen_US
dc.typejournal articleen_US
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