Inhaltszusammenfassung

Based on diverse experiences in dealing with participants of the summer school project technikcamps at the University of Koblenz and numerous informal conversations with their parents, the well-founded impression arose that many parents cannot really assess what their children are capable of when working or playing with educational robots. In order to answer the related question of whether parents underestimate (or overestimate) their children, a study was conducted in which a total of 45 ch...Based on diverse experiences in dealing with participants of the summer school project technikcamps at the University of Koblenz and numerous informal conversations with their parents, the well-founded impression arose that many parents cannot really assess what their children are capable of when working or playing with educational robots. In order to answer the related question of whether parents underestimate (or overestimate) their children, a study was conducted in which a total of 45 children from four different schools and their parents took part. The aim was to record the measurable abilities and skills of children in first to fourth grade to compare them with the assessments of their parents. During the study, the participants were observed in teams of two as they built and programmed standard LEGO® Education SPIKE™ robots after a short instruction into the study. Their skills were evaluated using a previously defined observation protocol. At the same time, their parents were asked via online questionnaires about their assessments and expectations regarding their skills in building and programming those robots. A total of 42 parents received the link to the questionnaire, 35 of whom completed the questionnaire in full. The observations of the children showed clear that comprehensive skills and abilities in connection with building and programming LEGO® Education SPIKE™ robots had already been developed at primary school age. The subsequent comparison of the children's actual abilities and skills with the parents' expectations revealed a clear underestimation of the children across the board. While the underestimation was lowest in the first grade, it increased from the second grade onwards and led to a clear underestimation of the children by their parents in the fourth grade. As a result, the children in the third and fourth grades in particular were assessed by their parents as being far below their actual capabilities and demonstrated very well-developed skills in building and programming educational robots.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
1.21-02 - Allgemeines und fachbezogenes Lehren und Lernen

DDC Sachgruppe:
Erziehung, Schul- und Bildungswesen