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Developing Computational Thinking Using Lego Education WeDo at

4th Grade of Primary Education: A Case Study
Ana María Pinto-Llorente (University of Salamanca, Spain)
Source Title: Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom
(/book/research-anthology-computational-thinking-programming/282178)
Copyright: © 2022 | Pages: 19
DOI: 10.4018/978-1-6684-2411-7.ch008

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antísima Trinidad in the framework of robotics education and social science. The aims of the study were to
effectiveness of the experience to meet the learning objective, to construct and programme robotics models, and
ational concepts and practices. Based on these goals, it employed a case study method in which were involved a
f primary education. The instruments used to collect data were a questionnaire, a semantic differential, a semi-
The findings suggested participants' positive perspective towards the project to achieve the objectives and
al thinking, creative thinking, problem solving; apply their knowledge to real-world problems; and become familiar
set of computational concepts.

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overall knowledge base about best practices in Robotics Education since, as Toh et al. (2016) state,
pupils learn through robotics education and how they actually engage with educational robots are still needed.
the use of LEGO Education WeDo materials in Primary Education to analyse participants’ perceptions about its
f social science, construct and programme robotics models, and help pupils to become familiar with computational

vant role and has transformed the way we live, communicate, work and train. The different opportunities that
in which curricula are implemented and taught, and they have also provided the tools to carry out the teaching-
amoyi, 2012). As Butler-Kisber (2013) states, there is a movement in many countries to create curricula for STEM
nd mathematics) that allows learners to be prepared for the challenges of contemporary and future society, and its
at it is called digital language (Hafner et al., 2015) and in all the necessary digital skills to be part of the current
it. They should acquire the ability to put into practice the basics of programming as a way to solve problems, and
igm (Llorens, 2015). As Wings (2006) defines CT is ”a fundamental skill for everyone, not just for computer
es solving problems, designing systems, and understanding human behaviour, by drawing on the concepts
not just a synonym of the ability to programme a computer but it requires a thinking that is run in different levels of
cal devices (Valverde et al., 2015). Many researchers have defined CT as a concept that includes abstract
and constructive thinking (Flores, 2011; Liu & Wang 2010) since it is a problem-solving process in which problems
mputers and other technological tools to solve them through algorithmic thinking. Data are represented through
in a logical way. Moreover, the possible solutions are analysed and implemented to know the most effective
eneralize and transfer a specific problem solving process to other problems (ISTE 2011). As many studies
mputer and information science but in other disciplines. It must be integrated into the basic curriculum (Bundy,
dy, and learnt early and often (Lu & Fletcher, 2009; Perkovic et al., 2010; Qualls & Sherrell, 2010).

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s It All About? (/chapter/computational-thinking-and-robotics/287328)

&ptid=282178&t=Computational Thinking and Robotics: What's It All About?

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ivity in Early Childhood Education: Play-Learn-Construct-Program-
al-thinking-and-creativity-in-early-childhood-education/287329) (pages 21-

&ptid=282178&t=Fostering Computational Thinking and Creativity in Early

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ed Computational Thinking in K-12 Schools (/chapter/frameworks-for-
thinking-in-k-12-schools/287330) (pages 46-59)

&ptid=282178&t=Frameworks for Integration of Future-Oriented Computational

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l Thinking Using Educational Robotics (/chapter/instructional-design-to-
nal-robotics/287331) (pages 60-78)
Reyes, Anabelem Soberanes-Martín
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Teacher Education: What, Why, and How (/chapter/computational-thinking-
(pages 79-93)

han M. Manfra
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ng the Barriers, Supporting the Progression (/chapter/novice-
94-126)

&ptid=282178&t=Novice Programming Environments: Lowering the Barriers,

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Program for Teaching Programming Processes to Gifted Students Using
of-an-instructional-program-for-teaching-programming-processes-to-gifted-

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dents Using Scratch&isxn=9781668424117)

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ego Education WeDo at 4th Grade of Primary Education: A Case Study
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&ptid=282178&t=Developing Computational Thinking Using Lego Education

e Study&isxn=9781668424117)

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hematics: A Case Study on Four K-8 STEAM Programs in Ontario,
thinking-and-mathematics/287336) (pages 175-196)

&ptid=282178&t=Integrating Computational Thinking and Mathematics: A Case

Canada&isxn=9781668424117)

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ged in Early Childhood Education Within the Context of Physical and
(/chapter/introducing-computational-thinking-unplugged-in-early-
hysical-and-natural-science-courses/287337) (pages 197-222)

&ptid=282178&t=Introducing Computational Thinking Unplugged in Early

ical and Natural Science Courses: A Pilot Study in

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tational Thinking (/chapter/examining-the-current-definitions-of-

man, Hakan İslamoğlu, Abdullah Kuzu

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s to Computational Thinking Education (/chapter/a-brief-discussion-on-
nking-education/287340) (pages 253-269)

&ptid=282178&t=A Brief Discussion on Incentives and Barriers to Computational

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ational Thinking (/chapter/spatial-thinking-as-a-path-towards-

&ptid=282178&t=Spatial Thinking as a Path Towards Computational

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Emerging Insights (/chapter/teaching-how-to-think-like-a-

&ptid=282178&t=Teaching How to Think Like a Programmer: Emerging

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eveloping Computational Thinking in Ages 6-11 (/chapter/the-role-of-
mputational-thinking-in-ages-6-11/287343) (pages 309-325)

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aching as Pathways to Personalized Learning (/chapter/computational-
ways-to-personalized-learning/287344) (pages 326-343)

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Course in Higher Education (/chapter/personalized-education-for-a-
(pages 344-367)

Peñalvo
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onal Thinking Logic to First Year Design Studio (/chapter/a-pedagogical-
gic-to-first-year-design-studio/287346) (pages 368-391)

&ptid=282178&t=A Pedagogical Model to Integrate Computational Thinking Logic

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nal Thinking (/chapter/teaching-formation-to-develop-computational-

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e Computational Thinking (/chapter/pre-service-teacher-preparation-to-
ages 408-426)

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ng through Teacher Twinning Online (/chapter/developing-confident-
ning-online/287350) (pages 427-441)

Millwood, Glenn Strong, Nina Bresnihan, Mags Amond, Lisa Hegarty

&ptid=282178&t=Developing Confident Computational Thinking through Teacher

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ills With Raspberry Pi Activities (/chapter/developing-pre-service-
ies/287351) (pages 442-466)

orge Koutromanos
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nking Skills (/chapter/assessing-k-9-teachers-computational-thinking-

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y Childhood Education: Evaluation in Physical and Natural Science
nking-skills-in-early-childhood-education/287353) (pages 488-523)

rios Stamovlasis
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cience Courses&isxn=9781668424117)

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nd Programming Concepts in App Inventor Projects in Middle School
orithms-and-programming-concepts-in-app-inventor-projects-in-middle-

on Wangenheim, Jean C. R. Hauck, Adriano F. Borgatto

&ptid=282178&t=Automating the Assessment of Algorithms and Programming
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Tool to Assess Computational Thinking (/chapter/using-dr-scratch-as-a-
ional-thinking/287355) (pages 550-572)

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mputational Thinking in STEM Education (/chapter/the-use-of-3d-
ng-in-stem-education/287356) (pages 573-608)

oukas, Adina Nistor

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oncepts and Coding Skills in Children of Preschool and Pre-Primary
putational-thinking-concepts-and-coding-skills-in-children-of-preschool-
610-630)

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Programming Concepts to Primary Education Students? (/chapter/is-the-
amming-concepts-to-primary-education-students/287359) (pages 631-647)
hoa Romero, Silvia Cruz
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logies of Computer Programming Teaching in Primary Education
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&ptid=282178&t=Analyzing Current Visual Tools and Methodologies of Computer

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Robotics for All (/chapter/theories-and-practices-behind-educational-

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ning and Computational Thinking in Secondary Education of 21st Century
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Computer Science Learning for All (/chapter/educational-robotics-for-
g-for-all/287363) (pages 756-781)

&ptid=282178&t=Educational Robotics for Creating Effective Computer Science

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A Systematic Literature Review (/chapter/educational-robotics-in-primary-

s, Aggeliki Voudouri, Apostolia Galani

&ptid=282178&t=Educational Robotics in Primary Education: A Systematic

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out the Usage of Educational Robotics in Preschool Education
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Engineering Education (/chapter/educational-robotics-between-coding-
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Using Robots to Inspire Children's Narrative Skills
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h Pedagogic Conversational Agents to Teach Programming to Children
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Third Graders Explorations in Mathematics Through Problem Solving
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ent in Young Children With Bee-Bot Educational Robotics
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MI-GO: A Friendly Robot (/chapter/introduction-to-computational-thinking-

ra, Susana Senos

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