Die digitale speletjie-gebaseerde leerplatform Minecraft Education kan leerders help om hul vaardighede in kodering en robotika te verbeter, wat hulle goed te staan sal kom wanneer hulle die werkplek van die toekoms betree.<\/p>\n\n\n\n
D\u00edt is volgens \u2019n nuwe studie aan die Universiteit Stellenbosch (US). \u201cMinecraft Education en sy virtuele robot, die Agent, kan leerderbetrokkenheid verbeter, die ontwikkeling van leerders se vaardighede in wetenskap, tegnologie, ingenieurswese en wiskunde (STEM) ondersteun en aan hulle \u2019n positiewe, betekenisvolle, genotvolle leerervaring bied,\u201d s\u00ea Michael Vorster, \u2019n onderwyser van Kaapstad wat onlangs sy meestersgraad in kurrikulumstudie aan die US verwerf het. \u201cKodering en robotika word as integrale komponente van STEM-onderwys beskou weens hul potensiaal om 21ste eeuse vaardighede te ontwikkel.\u201d<\/p>\n\n\n\n
Vorster het gefokus op hoe Minecraft Education en die Agent as \u2019n digitale speletjie gebaseerde hulpmiddel ge\u00efntegreer kan word om die onderrig en leer van kodering en robotika in \u2019n gr.\u20097-klas by \u2019n onafhanklike skool in Kaapstad te ondersteun. Hy wou uitvind hoe leerders en hul onderwyser Minecraft in die klaskamer ervaar het.<\/p>\n\n\n\n
Vorster s\u00ea die gr.\u20097-leerders het in hul eerste kwartaal \u2019n Minecraft Virtual City-projek voltooi, waar hulle in pare of groepe van drie leerders binne dieselfde Minecraft-w\u00eareld moes werk om \u2019n le\u00eb erf van hul keuse (residensieel, kommersieel of nywerheid) te ontwikkel. Die groepe het saamgewerk om hul virtuele stad in Minecraft te skep terwyl hulle meer oor stadsbeplanning geleer het. Die onderwyser het die kaart met die le\u00eb erwe geskep. Hulle het ook \u2019n Minecraft-Agent-koderingsmodule in dieselfde jaar voltooi, wat vereis het dat hulle \u2019n stel spesifieke instruksies moes volg om hul Agent te kodeer sodat dit spesifieke opdragte kon uitvoer soos om \u2019n boorgat te skep, die boorgat met water te vul, asook \u2019n diereplaas te skep en \u2019n kweekhuis te bou. <\/p>\n\n\n\n
Die Minecraft Agent-koderingsmodule is aan die Verenigde Nasies se 17 Volhoubare Ontwikkelingsdoelwitte gekoppel, met \u2019n fokus op Doelwit 6: Skoon Water en Sanitasie.Volgens Vorster het sy waarneming van lesse, fokusgroepbesprekings en onderhoude met leerders, die onderwyser en \u2019n assistent getoon dat Minecraft Education die potensiaal het om betrokkenheid, samewerking en kreatiewe probleemoplossingsvaardighede te bevorder en leerders voor te berei vir toekomstige tegnologiese landskappe en loopbane.<\/p>\n\n\n\n
\u201cMinecraft Education en die Agent dra aansienlik by tot emosionele, kognitiewe en gedrags-leerderbetrokkenheid deur \u2019n meevoerende, interaktiewe en genotvolle leeromgewing te bied. Hierdie elemente help om leerders se volgehoue belangstelling in, motivering vir en aktiewe deelname aan kodering en robotikalesse aan te moedig.<\/p>\n\n\n\n
\u201cMinecraft bied genotvolle speletjies en gepaste uitdagings en maak voorsiening vir vordering in die aanleer van kodering- en robotikavaardighede. Die praktiese, interaktiewe aard van Minecraft Education het kreatiewe probleemoplossing en samewerking tussen leerders aangemoedig as deel van hulle emosionele en gedragsbetrokkenheid wanneer hulle take voltooi en uitdagings oorkom.\u201cHulle het saamgewerk deur mekaar te help om hul kodes te korrigeer of \u2018te ontfout\u2019 en het saam gevier wanneer hulle ? taak suksesvol tydens die Agent-koderingsmodule voltooi het.\u201d<\/p>\n\n\n\n
Vorster s\u00ea in vorige koderingsmodules sou die leerders belangstelling begin verloor sodra die kodering- en robotika-aktiwiteite te uitdagend geraak het. \u201cMet die gebruik van Minecraft Education het dit egter gelyk asof hulle langer en met meer deursettingsvermo\u00eb betrokke kon bly en probleemoplossingsvaardighede begin toon het om meer komplekse uitdagings tydens die kodering- en robotikalesse die hoof te bied.<\/p>\n\n\n\n
\u201c\u2009\u2019n Kombinasie van Agent-koderingstake en kreatiewe boutake in Minecraft Education het die potensiaal om baie leerders \u2018kreatief betrokke te kry\u2019 en te motiveer met die potensiaal om \u2019n staat van \u2018vloei\u2019 te bewerkstellig \u2013 om ten volle in die aktiwiteit gedompel te word sonder dat hul aandag afgelei word of hul fokus verloor \u2013 deur hul vaardigheidsvlak by die toepaslike vlak van uitdaging aan te pas.\u201d<\/p>\n\n\n\n
Vorster beklemtoon ook die deurslaggewende rol van onderwysers om leerders tydens die kodering- en robotikamodule te motiveer, aan te moedig en te lei. Hulle fasiliteer leeraktiwiteite, wat spanwerk aanmoedig en leerders help om uitdagings binne die verskillende Minecraft-take te navigeer.<\/p>\n\n\n\n
\u201cTerugvoer van die leerders het daarop gedui dat die onderwysers se insette en betrokkenheid by hulle tydens \u2019n kodering- en robotikales \u2019n regstreekse invloed op hul kognitiewe en gedragsbetrokkenheid by die take gehad het. \u2019n Gevoel van behoort onder leerders, asook ondersteuning en aanmoediging van onderwysers, is as twee belangrike aspekte van emosionele en gedragsbetrokkenheid beskou.\u201d<\/p>\n\n\n\n
Vorster s\u00ea kodering- en robotika-aktiwiteite vereis dat leerders \u2019n stel opdragte ontwikkel wat \u2019n robot moet uitvoer. \u201cHierdie stel opdragte vorm die kode wat die robot volg om \u2019n taak uit te voer, byvoorbeeld om in \u2019n spesifieke rigting te beweeg. Leerders vind dikwels dat die robot nie die taak uitvoer wat hulle verwag het nie, wat meebring dat hulle hul kode moet herbesoek om dit reg te stel of te \u2018ontfout\u2019.<\/p>\n\n\n\n
\u201cDis dus belangrik om leerders betrokke te hou, veral wanneer kodering- en robotikatake meer uitdagend word, anders kan leerders begin belangstelling verloor en die taak heeltemal opgee sonder om \u2019n lewensvatbare oplossing vir die \u2018virus\u2019 of fout in hul kode te vind.\u201d<\/p>\n\n\n\n
Ten einde vir Minecraft Education en die Agent om die gewenste uitwerking te h\u00ea, moet onderwysers volgens Vorster opdragte, take en aktiwiteite skep wat leerder-outonomie, leerder-selfstandigheid en ? gevoel van prestasie in ag neem. Hy erken hoewel al meer onafhanklike skole in Suid-Afrika hul eie kodering- en robotikalesse as deel van hul STEM-kurrikulum begin ontwikkel het, kan baie skole steeds nie robotikastelle bekostig nie. \u201cDit bly \u2019n struikelblok in Suid-Afrika. Vennootskappe tussen die openbare en private sektore kan \u2019n potensi\u00eble oplossing vir hierdie uitdaging bied.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
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