{"id":126156,"date":"2020-08-11T17:56:29","date_gmt":"2020-08-11T21:56:29","guid":{"rendered":"https:\/\/fsc-ccf.ca\/references\/programming-in-a-robotics-context-in-the-kindergarten-classroom-the-impact-on-sequencing-skills-2\/"},"modified":"2020-08-11T17:56:29","modified_gmt":"2020-08-11T21:56:29","slug":"programming-in-a-robotics-context-in-the-kindergarten-classroom-the-impact-on-sequencing-skills-2","status":"publish","type":"reference","link":"https:\/\/fsc-ccf.ca\/fr\/references\/programming-in-a-robotics-context-in-the-kindergarten-classroom-the-impact-on-sequencing-skills-2\/","title":{"rendered":"Programming in a robotics context in the kindergarten classroom: The impact on sequencing skills"},"content":{"rendered":"

Cet article examine l’impact de la programmation informatique des robots sur la capacit\u00e9 de s\u00e9quen\u00e7age dans la petite enfance et la relation entre les comp\u00e9tences de s\u00e9quen\u00e7age, la taille des classes, et le niveau de confort et de l’exp\u00e9rience avec la technologie de l’enseignant. Cinquante-huit enfants ont particip\u00e9 \u00e0 l’\u00e9tude, dont 54 ont \u00e9t\u00e9 inclus dans l’analyse des donn\u00e9es. Cette \u00e9tude a \u00e9t\u00e9 men\u00e9e dans deux milieux scolaires diff\u00e9rents, o\u00f9 \u00e0 la fois la taille des classes et de l’exp\u00e9rience des enseignants avec la technologie utilis\u00e9e variait – un enseignant avait utilis\u00e9 le syst\u00e8me pour l’exercice pr\u00e9c\u00e9dent, l’autre enseignant avait pas. Les milieux scolaires ont ensuite \u00e9t\u00e9 divis\u00e9s en groupes t\u00e9moins et exp\u00e9rimentaux. Les enfants de maternelle du groupe exp\u00e9rimental ont \u00e9t\u00e9 expos\u00e9s au programme TangibleK pendant une p\u00e9riode de vingt heures, enseign\u00e9 par leur professeur en classe. Les enfants ont particip\u00e9 \u00e0 des activit\u00e9s de programmation informatique en utilisant un langage de programmation tangible appropri\u00e9e au d\u00e9veloppement, sp\u00e9cialement con\u00e7u pour programmer le comportement d’un robot. Tous les cinquante-quatre participants ont \u00e9t\u00e9 \u00e9valu\u00e9s comp\u00e9tences s\u00e9quen\u00e7age avant et apr\u00e8s l’intervention \u00e0 l’aide d’une t\u00e2che de s\u00e9quen\u00e7age de l’histoire de l’image et analys\u00e9es \u00e0 l’aide d’une des mesures r\u00e9p\u00e9t\u00e9es, 2x2x2 conception ANOVA. Une interaction significative a \u00e9t\u00e9 trouv\u00e9e entre l’affectation de groupe et les r\u00e9sultats des tests. Aucune interaction significative n’a \u00e9t\u00e9 observ\u00e9e pour l’affectation scolaire. Les r\u00e9sultats sont discut\u00e9s en tenant compte de la taille des classes, l’exp\u00e9rience des enseignants, et le niveau de confort des enseignants avec la technologie. Traduit a\u0300 l'aide de Google Translate<\/p>\n","protected":false},"excerpt":{"rendered":"

Cet article examine l’impact de la programmation informatique des robots sur la capacit\u00e9 de s\u00e9quen\u00e7age dans la petite enfance et la relation entre les comp\u00e9tences de s\u00e9quen\u00e7age, la taille des classes, et le niveau de confort et de l’exp\u00e9rience avec la technologie de l’enseignant. Cinquante-huit enfants ont particip\u00e9 \u00e0 l’\u00e9tude, dont 54 ont \u00e9t\u00e9 inclus dans l’analyse des donn\u00e9es. Cette \u00e9tude a \u00e9t\u00e9 men\u00e9e dans deux milieux scolaires diff\u00e9rents, o\u00f9 \u00e0 la fois la taille des classes et de l’exp\u00e9rience des enseignants avec la technologie utilis\u00e9e variait – un enseignant avait utilis\u00e9 le syst\u00e8me pour l’exercice pr\u00e9c\u00e9dent, l’autre enseignant avait pas. Les milieux scolaires ont ensuite \u00e9t\u00e9 divis\u00e9s en groupes t\u00e9moins et exp\u00e9rimentaux. Les enfants de maternelle du groupe exp\u00e9rimental ont \u00e9t\u00e9 expos\u00e9s au programme TangibleK pendant une p\u00e9riode de vingt heures, enseign\u00e9 par leur professeur en classe. Les enfants ont particip\u00e9 \u00e0 des activit\u00e9s de programmation informatique en utilisant un langage de programmation tangible appropri\u00e9e au d\u00e9veloppement, sp\u00e9cialement con\u00e7u pour programmer le comportement d’un robot. Tous les cinquante-quatre participants ont \u00e9t\u00e9 \u00e9valu\u00e9s comp\u00e9tences s\u00e9quen\u00e7age avant et apr\u00e8s l’intervention \u00e0 l’aide d’une t\u00e2che de s\u00e9quen\u00e7age de l’histoire de l’image et analys\u00e9es \u00e0 l’aide d’une des mesures r\u00e9p\u00e9t\u00e9es, 2x2x2 conception ANOVA. Une interaction significative a \u00e9t\u00e9 trouv\u00e9e entre l’affectation de groupe et les r\u00e9sultats des tests. Aucune interaction significative n’a \u00e9t\u00e9 observ\u00e9e pour l’affectation scolaire. Les r\u00e9sultats sont discut\u00e9s en tenant compte de la taille des classes, l’exp\u00e9rience des enseignants, et le niveau de confort des enseignants avec la technologie. [googletranslate_fr]<\/p>\n","protected":false},"template":"","reference-tag":[],"reference-type":[435],"class_list":["post-126156","reference","type-reference","status-publish","hentry","reference-type-journal-article"],"acf":{"citation":"Kazakoff, E. and Bers, M. (2012). Programming in a robotics context in the kindergarten classroom: The impact on sequencing skills . Journal of Educational Multimedia and Hypermedia, 21(4), 371-391. 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