|Tipo di tesi||Tesi di laurea magistrale|
|Titolo||Con Bee bot verso il pensiero computazionale|
|Titolo in inglese||With Bee bot towards computational thinking|
|Struttura||Dipartimento di Educazione e Scienze Umane|
|Corso di studi||SCIENZE DELLA FORMAZIONE PRIMARIA (D.M. 270/04)|
|Data inizio appello||2017-06-29|
|Disponibilità||Accessibile via web (tutti i file della tesi sono accessibili)|
L’utilizzo di Bee bot nella didattica dei primi anni di scuola primaria, come artefatto di continuità, favorisce nei bambini lo sviluppo del pensiero computazionale? Il pensiero computazionale è il processo mentale che sta alla base della formulazione dei problemi e delle loro soluzioni, procede per successivi livelli di astrazione riunendo in sé le logiche del pensiero matematico e tecnologico ed è considerato un’abilità nuova e fondamentale, necessaria per esercitare il diritto di cittadinanza.
Does Bee bot help the development of the computational thinking in primary school children? Computational thinking allows to define problems and to find their solutions. It goes on for further levels of abstraction and it combines mathematical thinking and engineering thinking. It is considered a new, necessary skill to exercise the right of citizenship. Can Bee bot ensure higher levels of intrinsic motivation to support the involvement of children in a subject that it is considered difficult and where only very equipped people can succeed? Can a playing approach make easier for children learning this kind of knowledge? Can Bee bot harmonize the spatial behavior with its representations, so that children really become able to deal with the concept of space? If Bee bot is used to present geometrical figures, does it help bringing together concept and figural aspects, without producing a discrepancy that could be a problem for the future learning of geometrical knowledge? Putting themselves in Bee bot shoes to experience with their own bodies the scientific concepts involved, can lead children to a better understanding? These research questions have led the project we are going to present. Following the semiotic mediation, several activities with the artefact have been proposed to children. While doing these activities they produced situated texts and have come closed to scientific knowledge. Bee bot helped them to translate spatial behavior into precise computer commands. By imaging their body pattern on the object, children harmonized semantic spatial abilities with spatial behavior skills. To communicate their classroom mates how to code Bee bot they needed to invent how to write the commands and the different kind of writing have been deepened with a mathematical discussion. Once a kind of writing has been chosen and translated into a shared code, children used it to express movement as coding and coding as movement, in a double direction way, that helped them developing transfer and flexible thinking. Through embodied cognition children put themselves in Bee bot shoes and they have been coded by a friend to better harmonize spatial behavior and its representation. Than paths followed by Bee bot reached higher levels of abstraction to come close to a geometrical knowledge: watching Bee bot paths children have met open broken lines and closed ones. Through a new methodology coming from East, the Lesson study, children could make use of new skills they had acquired during this work: they compared two different lines of Bee bot coding. Children enjoyed working with Bee bot a lot and it helped them to engage in this not easy project, each child according to his own skills. Indeed choosing the right commands for Bee bot following the chosen paths has not been so easy to understand, especially if children looked at him as in a mirror. If children were behind Bee bot they were able to tell him turn left or right in a correct way, but when they were in front of him it was more difficult. The topics discussed in this project need to be studied in depth. As the oriental think can teach us: if you collect comments you can improve your work.