ABSTRACT

Educators now recognize the importance of providing students early on with practice to build necessary 21st-century work-related skills, such as collaboration. School robotics programs are increasingly being used to meet the goals of STEM standards-based content assessment and the development of collaboration skills. However, limited investigations focus on how robotics programs develop collaboration skills in elementary-school-age children. The School Robotics Initiative (SRI) was developed to engage elementary-school students (grades 4–6) in problem-based experiences, so they may learn science and mathematical concepts and collaboration skills. The purposes of this study were to examine the processes of team formation and conflict resolution, and the behaviors between students, and between students and teachers, that encourage collaboration. Data collected included field observations from three classrooms over 3 years, supplemented with a review of robotics journals written by the children and annual teacher interviews. Findings revealed that the SRI promoted: (1) use of children’s strengths in team roles; (2) use of authentic, conflict-resolution strategies; (3) interpersonal connection, helping behavior, and sharing of knowledge between students; and (4) collaborative relationships between students and teachers. A model for developing collaboration skills in elementary-school students through robotics is proposed. Recommendations for future studies are offered.

摘要

教育工作者现在认识到尽早为学生提供练习以培养必要的 21 世纪工作相关技能（例如协作）的重要性。学校机器人项目越来越多地被用于实现基于 STEM 标准的内容评估和协作技能发展的目标。然而，有限的调查集中在机器人程序如何培养小学适龄儿童的协作技能。学校机器人计划 (SRI) 旨在让小学生（4-6 年级）参与基于问题的体验，让他们可以学习科学和数学概念以及协作技能。本研究的目的是检查团队形成和解决冲突的过程，以及鼓励合作的学生之间、学生和教师之间的行为。收集的数据包括来自三个教室超过 3 年的实地观察，辅以对孩子们撰写的机器人期刊的评论和年度教师访谈。调查结果显示，SRI 促进： (1) 在团队角色中利用儿童的优势；(2) 使用真实的、解决冲突的策略；(3) 学生之间的人际关系、帮助行为、知识共享；(4) 师生之间的协作关系。提出了一种通过机器人技术培养小学生协作技能的模型。提供了对未来研究的建议。(1) 在团队角色中发挥孩子的长处；(2) 使用真实的、解决冲突的策略；(3) 学生之间的人际关系、帮助行为、知识共享；(4) 师生之间的协作关系。提出了一种通过机器人技术培养小学生协作技能的模型。提供了对未来研究的建议。(1) 在团队角色中发挥孩子的长处；(2) 使用真实的、解决冲突的策略；(3) 学生之间的人际关系、帮助行为、知识共享；(4) 师生之间的协作关系。提出了一种通过机器人技术培养小学生协作技能的模型。提供了对未来研究的建议。