Informace o publikaci
Cross-Age Peer Tutoring in Educational Robotics to Support Technological Literacy in Young Learners’ STEAM Education
| Autoři | |
|---|---|
| Rok publikování | 2026 |
| Druh | Recenzovaný odborný článek |
| Časopis / Zdroj | International Journal of Technology in Education and Science |
| Citace | |
| www | https://api.elsevier.com/content/abstract/scopus_id/105041378534 |
| Doi | https://doi.org/10.46328/ijtes.6643 |
| Klíčová slova | Cross-age peer tutoring; Educational robotics; Elementary education; Mediation practices; STEAM; Technological literacy |
| Popis | Technological literacy is essential in a society where even the youngest children interact with devices and technologies. This study explores cross-age peer tutoring as an approach to support technological literacy in educational robotics (ER). The study focuses on the mediation practices employed by cross-age peer tutors (aged 11–12) when guiding younger tutees (aged 7–8). To examine these practices Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, a multiple case study was conducted with six cross-age teams. These teams conducted ER task with Sphero Indi robot while tutors guided the actions. Video recordings of the actions were analyzed through micro-level analysis. The results highlight three mediation practices: tutor-directed, tutee-directed, and collaborative practices. These practices identify six distinct types of mediators among the tutors labelled: gentle mediators, persistent facilitator, strict mediators, linear instructors, humour-based mediators, and hesitating mediators. The results suggest that cross-age peer tutoring as a pedagogical practice can support technological literacy through joint verbal and non-verbal mediation and collaborative mediation practices. Recommendations for organizing tutoring to support technological literacy are provided. |