An analysis of teacher-student interaction patterns in a robotics course for kindergarten children: A pilot study

NCUIR > College of Liberal Arts at National Central University > Graduate Institute of Learning and Instruction > journal & Dissertation > Item 987654321/107946

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Title:	An analysis of teacher-student interaction patterns in a robotics course for kindergarten children: A pilot study
Authors:	劉旨峯;Liu, Eric Zhi-Feng;Lin, Chun-Hung;Liou, Pey-Yan;Feng, Han-Chuan;Hou, Huei-Tse
Contributors:	文學院學習與教學研究所
Keywords:	Automation;Bricks;Classroom communication;Content Analysis;Creative Thinking;Creativity;Elementary School Students;Guidance;Interaction;Interpersonal communication;Kindergarten;Kindergarten students;Kindergarten teachers;Learning;Learning Processes;Manufacturing engineering;Preschool Children;Preschool Teachers;Problem Solving;Robotics;Sequential analysis;Student behavior;Teacher Student Relationship;Teachers;Teaching Methods;Technology education;Video Technology
Date:	2013-01-01
Issue Date:	2026-04-23 14:29:18 (UTC+8)
Publisher:	Adapazari: Sakarya University
Abstract:	摘要： Compared with other media, programmable bricks provide children with the opportunity to create their own product and, through this process, to express creative thinking. Studies have found that learning robotics or integrating programming bricks into courses can help to develop students' problem-solving abilities and enhance their learning performance. This study attempted to develop a one-to-one Topobo robotics course for kindergarten children and to explore teacher-student interaction patterns. This study used a creative thinking spiral as the framework for the Topobo robotics course. The research sample included a five-year-old child and a preschool teacher. Topobo, the programmable bricks, was the main learning tool in this course, and the sequential analysis method was used to identify teacher-student interaction patterns. Based on the frequency of the teacher-student interactions, this study found that two behaviors, the student's "play" and the teacher's "guidance," appeared most frequently. Moreover, the results of sequential analysis and content analysis of the videotaped learning process indicated that the teacher's guidance helped the student to assemble or play with the Topobo bricks. The teacher's questions encouraged the student to express and share his ideas or identify and solve problems. This study proposes suggestions for future studies on this issue. [PUBLICATION ABSTRACT] 出版者： Adapazari: Sakarya University 出版日期： 2013-01-01 出處： TOJET : the Turkish online journal of educational technology, 2013-01, Vol.12 (1), p.9 資源來源： ERIC - Full Text Only (Discovery) 版權： Copyright Sakarya University 2013 識別號： ISSN: 1303-6521 識別號： EISSN: 1303-6521
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

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