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Computational Thinking and Robotics in Kindergarten: An Implemented Educational Scenario
Abstract
Ever since technology became an integral part of human life, a range of new concepts have surfaced. Computational thinking (CT) has been extensively discussed in the last 15 years and has been gaining popularity in the educational world. Following an overview of the basic literature published on this evasive new concept, an attempt is made to outline the connection between computational thinking and programming with emphasis on tangible programming of educational robots. An implemented educational programme, which attests to the positive impact of robotics on the acquisition of computational thinking skills in early childhood, is presented and evaluated. The study took place in a typical Greek kindergarten in 2017 and focused on the development of particular aspects of computational thinking with the use of a programmable floor robot.
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