In the last few years, programming, computational thinking, and robotics are more frequently integrated into elementary education. This integration can be done in many different ways. However, it is still unclear which teaching methods work in which situations. To provide some clarity in this area, we compared two methods of integrating programming into a primary robotics workshop for learners aged ten to twelve. In one method, students create programs from scratch; in the other, they start with a faulty program they have to fix. These teaching methods were evaluated using the framework of learning ecology, which provides a holistic framework for assessing complex learning environments. We identified different indicators of learning ecology and assessed our workshops using a mixed-methods approach. Our results showed no difference between the groups on the intrinsic dimension of a learning ecology. However, on the experiential dimension, the learners in the create group scored better on all tests. Our results show the value of a multidimensional assessment of learning ecology to understand different teaching techniques. Additionally, the results provide us with important insights on how to integrate programming into a primary robotics curriculum enabling teachers to select better methods for teaching computing in their classroom.

中文翻译：

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比较初级图形编程的学习生态：创建还是修复？

在过去几年中，编程、计算思维和机器人技术更频繁地融入基础教育。这种集成可以通过许多不同的方式完成。然而，目前尚不清楚哪种教学方法在哪种情况下有效。为了在这方面提供一些清晰度，我们比较了两种将编程集成到面向 10 至 12 岁学习者的初级机器人研讨会的方法。在一种方法中，学生从头开始创建程序；另一方面，他们从一个必须修复的错误程序开始。这些教学方法使用学习生态学框架进行评估，该框架为评估复杂的学习环境提供了一个整体框架。我们确定了学习生态学的不同指标，并使用混合方法评估了我们的研讨会。我们的研究结果表明，学习生态学的内在维度在各组之间没有差异。然而，在体验维度上，创建组的学习者在所有测试中得分更高。我们的结果显示了学习生态的多维评估对于理解不同教学技术的价值。此外，结果为我们提供了关于如何将编程整合到主要机器人课程中的重要见解，使教师能够选择更好的方法在课堂上教授计算。