Resumo

BOTHA, Soené; MIHAI, Maryke Anneke  e  DU TOIT, Pieter Hertzog. The journey to developing a coding and robotics Whole Brain^® curriculum for grade 4. Journal of Education [online]. 2025, n.101, pp.39-58. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i101a03.

The Fourth Industrial Revolution (4IR) ushered in a period of significant change, requiring the development of 21st century skills such as communication, collaboration, critical thinking, and creativity if one is to thrive in a rapidly changing global environment. Educational robotics became a crucial tool for fostering these fundamental skills. In light of this, the South African Department of Basic Education (DBE) took the initiative to implement a curriculum that incorporates coding and robotics. However, as the coding and robotics educator at a private school in Tshwane, the first author recognised a deficiency in the fundamental skills that learners need to meet the curriculum requirements set by the DBE. In this article, we examine the development and execution of a Whole Brain® coding and robotics curriculum for grade 4 learners. Our curriculum development process consisted of three phases: an extensive needs analysis; establishing the need to employ backward design; and the execution of action research. We evaluated the new curriculum using observations, learner feedback, and assessments of learning opportunities, all of which demonstrated its efficacy in improving coding, robotics, and 21st century competencies. The results revealed substantial enhancements in learner engagement and proficiency in coding principles, evidenced by learners' improved problem solving and critical thinking competencies. The iterative design and reflective analysis processes facilitated the ongoing improvement of the new curriculum, guaranteeing its continued effectiveness. In this study, we demonstrate the notable progress in coding and robotics education in grade 4 learners and offer a comprehensive structure for curriculum development and execution. We also provide valuable insights for educators, researchers, and policymakers in our having combined action research principles, backward design, and Whole Brain® thinking.

Palavras-chave : 21st century competencies; action research; backward design; coding and robotics; curriculum development; Whole Brain® thinking.

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