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Article
Multidisciplinary perspectives on a video case of children designing and coding for robotics
Canadian Journal of Science, Mathematics and Technology Education
  • Krista Francis, University of Calgary
  • Cathy Bruce, Trent University
  • Brent Davis, University of Calgary
  • Michelle Drefs, University of Calgary
  • David Hallowell, University of California, Santa Barbara
  • Zachary Hawes, University of Toronto
  • Lynn McGarvey, University of Alberta
  • Joan Moss, University of Toronto
  • Joanne Mulligan, Macquarie University
  • Yukari Okamoto, University of California, Santa Barbara
  • Nathalie Sinclair, Simon Fraser University
  • Walter Whiteley, York University
  • Geoff Woolcott, Southern Cross University
Document Type
Article
Publication Date
1-1-2017
Peer Reviewed
Peer-Reviewed
Abstract

Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address that gap by asking 19 professionals to comment on a video that documented children’s progression through 5 days of building and programming robots. Their written opinions on the skills relevant to their careers demonstrated by the children revealed that spatial thinking and design thinking are central to what they see.

Disciplines
Citation Information

Francis, K, Bruce, C, Davis, B, Drefs, M, Hallowell, D, Hawes, Z, McGarvey, L, Moss, J, Mulligan, J, Okamoto, Y, Sinclair, N, Whiteley, W & Woolcott, G 2017, 'Multidisciplinary perspectives on a video case of children designing and coding for robotics', Canadian Journal of Science, Mathematics and Technology Education.

Article available on Open Access