BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Memento EPFL// BEGIN:VEVENT SUMMARY:MEDIATING COMPUTATIONAL THINKING THROUGH EDUCATIONAL ROBOTICS IN P RIMARY SCHOOL DTSTART:20220112T170000 DTEND:20220112T180000 DTSTAMP:20260407T160047Z UID:a563fa8ed34f0602c6898cd70d4a78fe11e94489ba7cf91f2469d01e CATEGORIES:Miscellaneous DESCRIPTION:Morgane Chevalier\nNowadays\, computational thinking (CT) is c onsidered a skill to be taught. While educational robotics (ER) appears pr omising to foster students' CT\, operational CT frameworks and explicit gu idance in ER are lacking. This thesis thus proposes to understand how teac hers can implement ER learning activities in order to develop students' CT competences\, and produced two concrete contributions:\n1) The creative a nd computational problem solving (CCPS) model\, an operational ER-CT frame work that was developed to design ER-CT learning activities\, and more spe cifically the associated intervention and assessment methods\, by renderin g the CT strategies of students observable.\n2) The design and analysis of two complete ER learning activities to promote the full range of CT compe tences based on the CCPS model\, including the artefacts\, assessment\, an d intervention methods.\nBoth were leveraged in a multi-stage translationa l research process to investigate how to mediate teach- ing with ER to fos ter CT. First\, 43 teachers following an ER teacher training program were probed regarding their attitude towards ER\, which helped identify two dis tinct profiles of teachers: "pioneers" and "followers". While the former m ay implement ER and CT on their own\, the latter need resources and guidel ines to do so. The analysis highlighted the need for ER activities fosteri ng 21st-century skills. The analysis also showed that as long as teachers can benefit from ER training and take the time to appropriate the robotic artefact (i.e.\, the first stage of instrumentation)\, teachers' attitude toward ER is positive. However\, to pass the second stage of instrumentati on and thus organize the conditions for developing the students' CT compet ence with the robots\, ER must be perceived as usable. For this\, teachers report needing material resources and time. Since the acceptability of ER is correlated with its usability\, work should focus on improving ER usab ility to increase its acceptability.\nThe next step thus entailed the desi gn and setup of the two complete ER learning activities\, which the CCPS m odel assessed. The intervention methods targeted the introduction of delay s in students' thought process\, once by preventing access to the programm ing interface and once by having a delay between execution and the visuali zation of the results of said execution. Results showed success in fosteri ng students' CT as they went through all the phases involved in the model. Subsequently\, an evaluation of teachers' acceptance of the provided lear ning activities\, intervention and assessment methods was conducted with 3 34 teachers. Indeed\, to orchestrate an ER learning activity for CT\, the teachers need time and training to carry out the two instrumentation stage s. Results showed that while teachers perceived the utility of the methods and resources provided\, it was still unclear how the use of the artefact s (usability) related to students' strategies and thus CT competences. Hen ce\, teachers need more time for the second stage of instrumentation.\nMor e work must be done\, on more extended training periods\, to provide expli cit guidelines that would help ensure that all teachers and not just pione ers can employ ER to foster CT competences in their classrooms. More expli cit guidelines may thus further enable the CCPS model to be a tool for tea chers' instrumentation of CT in ER learning activities in terms of design\ , intervention and assessment. LOCATION:CE 1 1 https://plan.epfl.ch/?room==CE%201%201 https://epfl.zoom.u s/j/69239987605?pwd=MkREVklZSGpRbVA0b3lRa1J4SnZxZz09 STATUS:CONFIRMED END:VEVENT END:VCALENDAR