Productive Failure to Promote Deeper Self-Directed Learning in Coding and Robotics Education
Spremljeno u:
| Izdano u: | Education Sciences vol. 15, no. 11 (2025), p. 1427-1446 |
|---|---|
| Glavni autor: | |
| Daljnji autori: | , |
| Izdano: |
MDPI AG
|
| Teme: | |
| Online pristup: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Oznake: |
Bez oznaka, Budi prvi tko označuje ovaj zapis!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3275510453 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15111427 |2 doi | |
| 035 | |a 3275510453 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a van Zyl Sukie |u Research Unit Self-Directed Learning, North-West University, Potchefstroom 2520, South Africa | |
| 245 | 1 | |a Productive Failure to Promote Deeper Self-Directed Learning in Coding and Robotics Education | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a In a world characterized by unpredictable change, students in Computer Science education must be deeper self-directed learners who can take ownership of their learning and transfer knowledge and skills to new contexts. This article reports on how productive failure was incorporated into an introductory coding and robotics course to enhance deeper self-directed learning. The population was 42 fourth-year pre-service teachers from two different campuses of a South African University. All students were invited to participate in the research, and 37 students consented to participate. A basic interpretative qualitative research design was followed. Guided self-reflection documents were used as data-gathering methods, and data were analyzed by applying thematic data analysis. The research concluded that productive failure, incorporated with cooperative pair programming and self-reflection, in introductory coding and robotics education, shows promising results for developing deeper self-directed learning. Furthermore, it is suggested that solvable problems should initially be introduced, because the new coding and robotics environment already contributes to the complexity of tasks. It was secondly concluded that participants’ self-reflections deepened after engaging with unsolvable problems. Follow-up research is required to determine if the transfer of knowledge and skills to new contexts occurred. | |
| 610 | 4 | |a Johnson & Johnson | |
| 651 | 4 | |a South Africa | |
| 653 | |a Problem solving | ||
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Students | ||
| 653 | |a Failure | ||
| 653 | |a Computer science | ||
| 653 | |a Cognitive load | ||
| 653 | |a Preservice teachers | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Robotics | ||
| 653 | |a Cooperative learning | ||
| 653 | |a Science education | ||
| 653 | |a Knowledge | ||
| 653 | |a Metacognition | ||
| 653 | |a Critical thinking | ||
| 653 | |a Independent study | ||
| 653 | |a Qualitative research | ||
| 653 | |a Competence | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Active Learning | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Learning Processes | ||
| 653 | |a Direct Instruction | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Computer Science Education | ||
| 653 | |a Learning Experience | ||
| 653 | |a Educational Technology | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Discussion (Teaching Technique) | ||
| 653 | |a Computer Oriented Programs | ||
| 653 | |a Coding | ||
| 653 | |a Educational Environment | ||
| 653 | |a Cognitive Ability | ||
| 653 | |a Introductory Courses | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Needs | ||
| 700 | 1 | |a Havenga Marietjie |u Research Unit Self-Directed Learning, North-West University, Vanderbijlpark 1174, South Africa; marietjie.havenga@nwu.ac.za (M.H.); fotiene.avrakotos-king@nwu.ac.za (F.A.-K.) | |
| 700 | 1 | |a Avrakotos-King Fotiene |u Research Unit Self-Directed Learning, North-West University, Vanderbijlpark 1174, South Africa; marietjie.havenga@nwu.ac.za (M.H.); fotiene.avrakotos-king@nwu.ac.za (F.A.-K.) | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 11 (2025), p. 1427-1446 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3275510453/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3275510453/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3275510453/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |