A Study on the Teaching Model of Art and Craft Using the Framework of Studio Thinking to Promote the Development of Creative Programming Thinking through Self-regulated Learning

—Through a Case Study of Creative Activities Using Small Robots in Upper Grades of Elementary School—

Abstract

I analyzed my previous research on the development of materials that integrate art and craft into programming education for small robots. I discovered that a theme combining programming and creative activities can stimulate self-regulated learning and foster creative programming thinking. However, I was unable to fully clarify which instructional model for creative activities could enhance self-efficacy and creative programming thinking. Therefore, I decided to focus on and utilize the “studio thinking” framework (including studio structure and studio habits of mind) which has been introduced by the OECD Centre for Educational Research and Innovation as an educational model to promote “creativity and critical thinking”. I used this framework as a reference for the necessary teaching model. I conducted a class on plastic arts and robot programming activities that incorporated a “studio structure” for upper elementary school students. I analyzed and evaluated the educational effects of this practice from the perspective of the intersection between the “self-efficacy and creativity evaluation model” and “studio habits of mind.” As a result, I found that enhancing the critique learning process can improve self-regulated learning and creative programming thinking.