TEACHING PROGRAMMING AND ROBOTICS FOR CHILDREN: CONSTRUCTIONISM, COMPUTATIONAL THINKING AND TRANSDISCIPLINARITY - FROM PAPERT TO WING
DOI:
https://doi.org/10.56238/levv16n54-052Keywords:
Programming, Robotics, Constructionism, Computational Thinking, TransdisciplinarityAbstract
This study examines programming and robotics education in early grades, connecting Papert’s constructionism, Wing’s computational thinking, transdisciplinarity, and neuroscientific evidence on learning transfer. These disciplines, beyond their technological dimension, function as an integrative axis of knowledge, fostering cognitive, socioemotional, and creative skills. Constructionism promotes meaningful learning through project creation, while computational thinking provides a framework for problem-solving. Transdisciplinarity integrates mathematics, science, arts, and languages, enhancing knowledge application. Programming and robotics thus stimulate executive functions and skill transfer, preparing students for challenges in a dynamic, interconnected world.
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