The architecture of children's use of language and tools when problem solving collaboratively with robotics
Journal article
Mills, Kathy A., Chandra, Vinesh and Park, Ji Yong. (2013). The architecture of children's use of language and tools when problem solving collaboratively with robotics. Australian Educational Researcher. 40(3), pp. 315-337. https://doi.org/10.1007/s13384-013-0094-z
Authors | Mills, Kathy A., Chandra, Vinesh and Park, Ji Yong |
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Abstract | This paper demonstrates, following Vygotsky, that language and tool use has a critical role in the collaborative problem-solving behaviour of school-age children. It reports original ethnographic classroom research examining the convergence of speech and practical activity in children's collaborative problem solving with robotics programming tasks. The researchers analysed children's interactions during a series of problem solving experiments in which Lego Mindstorms toolsets were used by teachers to create robotics design challenges among 24 students in a Year 4 Australian classroom (students aged 8.5-9.5 years). The design challenges were incrementally difficult, beginning with basic programming of straight line movement, and progressing to more complex challenges involving programming of the robots to raise Lego figures from conduit pipes using robots as pulleys with string and recycled materials. Data collection involved micro-genetic analysis of students' speech interactions with tools, peers, and other experts, teacher interviews, and student focus group data. Coding the repeated patterns in the transcripts, the authors outline the structure of the children's social speech in joint problem solving, demonstrating the patterns of speech and interaction that play an important role in the socialisation of the school-age child's practical intellect. |
Keywords | cognition; collaborationLanguage; problem solving; speech; Vygotsky |
Year | 2013 |
Journal | Australian Educational Researcher |
Journal citation | 40 (3), pp. 315-337 |
Publisher | Springer |
ISSN | 0311-6999 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s13384-013-0094-z |
Scopus EID | 2-s2.0-84881572388 |
Open access | Published as green open access |
Research or scholarly | Research |
Page range | 315-337 |
Funder | Australian Research Council (ARC) |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Author's accepted manuscript | License All rights reserved File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 23 Apr 2013 |
Publication process dates | |
Accepted | 28 Mar 2013 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/LP0990289 |
https://acuresearchbank.acu.edu.au/item/87w0w/the-architecture-of-children-s-use-of-language-and-tools-when-problem-solving-collaboratively-with-robotics
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AM_Mills_2013_The_architecture_of_childrens_use_of.pdf | |
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File access level: Open |
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