Examinando por Autor "Pizarro Romero, Celeste"

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AI-Generated Context for Teaching Robotics to Improve Computational Thinking in Early Childhood Education
(MDPI, 2024-12-20) Hijón-Neira, Raquel; Pizarro Romero, Celeste; Borrás-Gené, Oriol; Cavero, Sergio
This study investigates the impact of AI-generated contexts on preservice teachers’ computational thinking (CT) skills and their acceptance of educational robotics. This article presents a methodology for teaching robotics based on AI-generated contexts aimed at enhancing CT. An experiment was conducted with 122 undergraduate students enrolled in an Early Childhood Education program, aged 18–19 years, who were training in the Computer Science and Digital Competence course. The experimental group utilized a methodology involving AI-generated practical assignments designed by their lecturers to learn educational robotics, while the control group engaged with traditional teaching methods. The research addressed five key factors: the effectiveness of AI-generated contexts in improving CT skills, the specific domains of CT that showed significant improvement, the perception of student teachers regarding their ability to teach with educational robots, the enhancement in perceived knowledge about educational robots, and the overall impact of these methodologies on teaching practices. Findings revealed that the experimental group exhibited higher engagement and understanding of CT concepts, with notable improvements in problem-solving and algorithmic thinking. Participants in the AI-generated context group reported increased confidence in their ability to teach with educational robots and a more positive attitude toward technology integration in education. The findings highlight the importance of providing appropriate context and support when encouraging future educators to build confidence and embrace educational technologies. This study adds to the expanding research connecting AI, robotics, and education, emphasizing the need to incorporate these tools into teacher training programs. Further studies should investigate the lasting impact of such approaches on computational thinking skills and teaching methods in a variety of educational environments.
Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children?
(ScienceDirect, 2020-04-01) Pizarro Romero, Celeste; Hijón-Neira, Raquel; Bacelo, Adrián; Pérez-Marín, Diana
Computational thinking (CT) is a key skill in the 21st century. However, it is not clear which is the most effective way to acquire and improve CT. Big research efforts are made to determine which pedagogical means should be used. One research trend is based on the idea that teaching programming since Primary Education suffices to improve CT. In our previous work, we proposed and validated a methodology based on metaphors and used of Scratch (MECOPROG) to teach basic programming concepts to children. It is our hypothesis H that by applying MECOPROG, students will develop their CT. To check H, we carried out an experiment with 132 Primary Education Students (9–12 years in age). At the beginning of the experiment, all students were asked to fill in a programming concepts test and two tests to measure their CT. During the sessions, all students were taught according to MECOPROG. Finally, they took the three tests again. A significant increase in the results on all the tests has been measured, supporting the use of metaphors and Scratch to teach computer programming concepts to Primary Education students to develop their CT.
Coding in early years education: which factors influence the skills of sequencing and plotting a route, and to what extent?
(Routledge, 2022-02-08) Pizarro Romero, Celeste; Pérez Marín, Diana; Hijón Neira, Raquel
Significant interest in teaching children to code since Preschool Education has arisen in recent years. This paper focuses on the benefits of preschoolers learning to code at such short age. The research questions are whether by coding they can improve skills such as sequencing and plotting a route? Which factors influence the learning? And, to what extent? To start coding, preschoolers might use robots such as Cubetto or KIBO, or other unplugged resources such as foam. Moreover, stories could be used to provide a context and a goal for the coding experience. An experiment was carried out with 192 children between 3 and 6 years old in age to gather some data. The hypothesis that the skills were improved by coding was proved; and that age, resources, and initial knowledge influence the learning process. This paper contributes more evidence of the benefits of coding in early years.
Primer prototipo de agente robot con rol de estudiante para la enseñanza de la programación en Educación Primaria
(2024) Manzanares Cadenas, María Jesús; Pérez Marín, Diana Rosario; Pizarro Romero, Celeste
En este trabajo se presenta un ejemplo de prototipo de agente conversacional pedagógico robótico para enseñar a estudiantes del primer ciclo de Educación Primaria a programar con Scratch Jr. presentando especial atención a la diversidad. Este trabajo está dirigido a aquellos estudiantes que quieran profundizar en su Trabajo Fin de Grado o Trabajo Fin de Máster en el estudio del uso de agentes conversacionales pedagógicos, y en general avanzar en el estudio del diseño de sistemas interactivos usables y accesibles.