Problem Solving Phases in Educational Robotics: Characterizing Strategies of Secondary School Students
Ünal Çakıroğlu, Kübranur Türker · Computers in the Schools · 2025
This exploratory case study examines how secondary school students tackle robotics problem-solving within the context of school-based activities. Data were gathered through observations, video recordings, and interviews with a group of secondary school students, and analyzed thematically. The indicators of the problem-solving process were identified from students’ actions and cognitive strategies as they engaged in robotic tasks. The study shows that the main steps in students’ robotic problem-solving included: “Considering the current situation/solution” “Developing a strategy” “Implementing the strategy” and “Reconstructing/co-constructing knowledge.” In relation to these stages, robotic problem-solving was characterized by processes such as recognizing potential scenarios, making predictions, intuitive thinking, transferring knowledge, connecting with prior knowledge, reasoning, drawing on past experience, trial and error, designing, testing hypotheses, controlling, debugging, exploring and automating. This study provides an innovative perspective by focusing on the full range of cognitive processes involved in robotics problem-solving, particularly through the use of tools like Lego robots, which blend hardware and software elements. This comprehensive characterization is hoped to provide valuable insights for developing engaging robotics curricula that stimulate critical thinking and problem-solving skills in young learners.