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Vol. 26. Issue 2.
Pages 143-151 (July - December 2021)
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Vol. 26. Issue 2.
Pages 143-151 (July - December 2021)
Education intervention using a ground robot with programmed directional controls: observational analysis of the development of computational thinking in early childhood education
Propuesta de intervención mediante un robot de suelo con mandos de direccionalidad programada: análisis observacional del desarrollo del pensamiento computacional en educación infantil
Marta Terrobaa, Juan Miguel Riberaa, Daniel Lapresaa,
Corresponding author

Corresponding author: Edificio Vives (Universidad de La Rioja), C/Luis de Ulloa s/n. 26004, Logroño, La Rioja, Spain. Tel.: +34 941299282, +34 659384219.
, M. Teresa Anguerab
a University of La Rioja, Spain
b University of Barcelona, Spain
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Figures (2)
Tables (5)
Table 1. Summary structure of the observation instrument: criteria, categories and codes
Table 2. Cohen's Kappa coefficient for dimensions and steps in participant records with ID3 and ID13
Table 3. Results corresponding to the generalizability design [Category]/[Participant]
Table 4. Record corresponding to participant 1, step 1. Time is expressed in frames
Table 5. T-patterns detected with previously defined search parameters and selection criteria
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The present work presents an intervention proposal for the development of computational thinking in early childhood education, through the use of a ground robot with programmed directional controls. Within the use of observational methodology, an observation system has been designed that allows the analysis and interpretation of the behavior displayed in the performance of the intervention proposal. The reliability of the observation system has been guaranteed in the form of inter-observer agreement, calculated using Cohen’s (1960) Kappa coefficient. Within the theory of generalizability, the measurement plan [Categories] [Steps]/[Participants], has allowed to verify a high precision reliability of the generalization of the results. The operability of the observation system has been reflected in the regular behavior structures (T-patterns) detected -through the Theme software-, which have allowed characterizing difficulties in the assimilation of an incipient computational language related to the ability of spatial orientation and the sequencing capacity of children -situations involving turning and number of commands used in the sequence-.

pre-primary school
observational methodology

El presente artículo presenta una propuesta de intervención para el desarrollo del pensamiento computacional en Educación Infantil, mediante un robot de suelo con mandos de direccionalidad programada. En el seno de la metodología observacional, se ha diseñado un sistema de observación que permite el análisis e interpretación de la conducta desplegada en el desempeño de la propuesta de intervención. La fiabilidad del sistema de observación se ha garantizado en forma de concordancia interobservadores, calculada a través del coeficiente Kappa de Cohen (1960). En el seno de la teoría de la generalizabilidad, el plan de medida [Categorías] [Steps]/ [Participantes], han permitido constatar una elevada fiabilidad de precisión de generalización de los resultados. La operatividad del sistema de observación ha quedado reflejada en las estructuras regulares de conducta (T-patterns) detectadas -mediante el software Theme-, que han permitido caracterizar dificultades en la asimilación de un lenguaje computacional incipiente relacionadas con la capacidad de orientación espacial y la capacidad de secuenciación del niño -situaciones que implican giro y número de comandos empleados en la secuencia-.

Palabras clave:
Educación Infantil
metodología observacional


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