Doyobi

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CertifiedEducation quality
12/2020
Doyobi

Doyobi

Saturday Kids
Science with Programming
Doyobi offers courses that mix science content with learning to code

Doyobi offers lesson content for science learning that happens through programming activities. The students will learn and explore science concepts and do activities in a Scratch environment. The Python programming courses offer more advanced coding and learning also design thinking and innovation skills. The lesson progression is controlled by the teacher in Doyobi's LMS.

Age groups 
Elementary
Middle school
Price 
Subscription
Languages 
English
Platform 
Browser-based
Registration 
Not required
Offline play 
Internet required
Pictures
Pedagogy
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

Passive
Active
In order to progress the user is required to acquire and use new information. This is characteristic of programming, where learning happens by doing, in Doyobi the whole learning path promotes this approach. The teacher has complete control over the student' progress, so they can monitor, if the students are engaging with the material. The solution provides good pre-curated material that creates a nice starting point for one's own work and the quizzes test the learned content in nice intervals.
Rehearse
Construct
The course supports learning new things through explorative and creative tasks, and has a good mix of observation, exploration, and trying out things yourself. Success is tasks based on the ability to adapt knowledge that the course delivers, and the knowledge is tested in a meaningful way. The Python course guides the user in reflecting their progression and learning goals in a very nice way.
Linear
Non-linear/Creative
The course follows a linear progression and provides accurately predictable learning outcomes. Learning progress is directly comparable between users, it is easy to control and assess for the teacher. Progress can be scheduled accurately. The teacher tools are very convenient, and the linear approach makes it easy also for the students to see their progress and what is expected from them. Some tasks allow more varied execution and the Python course had some extra assignments as well.
Individual
Collaborative
The user can act and progress autonomously through the material, but the teacher can choose if the tasks are done in groups or individually. For the Python course, self-evaluation and reflection possibilities, including discussion and reflection together are well embedded in the solution. In Science with Code, there are some group quizzes that allow sharing experiences, as well as discussion parts. Project-based work is well introduced, including the design thinking approach.

The following are the high educational quality aspects in this product.

Doyobi courses combine different skill sets and topics in a natural way.
The courses provide a clear structure and age-appropriate materials.
The platform and courses provide convenient possibilities for teachers to choose how they want to carry out the lessons.
The courses promote also design thinking and multidisciplinary project-based learning.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

The student will be able to assess the impact that changes in environmental conditions can have on living things.
The student will be able to observe the needs of living things that enable them to stay healthy.
The student will be able to identify simple patterns in daily and seasonal cycles.
The student will be able to be aware of the role of plants in sustaining life (for example, providing oxygen, food).
The student will be able to recognize that living things, including humans, need certain resources for energy and growth.
The student will be able to describe the life cycles of a variety of living things (for example, a range of animals and plants).
The student will be able to compare the life cycles of different living things.
The student will be able to identify the common components of life cycles (for example, birth, growth, maturity, reproduction, death).
The student will be able to investigate the responses of plants or animals to changes in their habitats.
The student will be able to analyse ways in which humans use the natural environment.
The student will be able to identify or generate a question or problem to be explored in relation to human impact on the local environment.
The student will be able to explore the use of imagination as a tool to solve problems (for example, particular inventions, scientific discoveries).
The student will be able to investigate ways that familiar materials can be reused.
The student will be able to reflect on and self-assess his or her personal use of natural resources.
The student will be able to explore the role of living things in recycling energy and matter.
The student will be able to critique the impact of a structure on the natural environment.
The student will be able to explain people’s responsibility regarding the use of materials from the environment.
The student will be able to recognize the ways in which plants and animals have adapted over time.
The student will be able to make links between different features of the environment and the specific needs of living things.
The student will be able to explore scientific and technological developments that help people understand and respond to the changing Earth.
The student will be able to explore the impact of the sun on the availability of water.
The student will be able to identify the long-term and short-term changes on Earth (for example, plate tectonics, erosion, floods, deforestation).
The student will be able to take responsibility for living things found in his or her environment.
The student will be able todemonstrate how energy can be stored and transformed from one form to another (for example, storage of fat, batteries as a store of energy).
The student will be able to recognize that solar energy sustains ecosystems through a transformation of energy.
The student will be able toassess renewable and sustainable energy sources (for example, wind, solar, water).
The student will be able to describe the interactions of living things within and between ecosystems.
The student will be able to explain how human activities can have positive or adverse effects on local and other environments (for example, waste disposal, agriculture, industry).
The student will be able to recognize that plants and animals go through predictable life cycles.
The student will be able to identify the structures of plants and animals that are responsible for reproduction.
The student will be able to describe the natural features of local and other environments (for example, underlying geology).
Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.
Modify an existing program to add additional functionality and discuss intended and unintended implications (e.g., breaking other functionality).
Use flowcharts and/or pseudocode to address complex problems as algorithms.
Create clearly named variables that represent different data types and perform operations on their values.
Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects.
Create artifacts by using procedures within a program, combinations of data and procedures, or independent but interrelated programs.
Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.
Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.
Analyze a large-scale computational problem and identify generalizable patterns that can be applied to a solution.
Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
Document programs in order to make them easier to follow, test, and debug.
Recognise that adaptations serve to enhance survival and can be structural or behavioural: Cope with physical factors, obtain food, escape predators and reproduce by finding and attracting mates or dispersing seeds/fruits.
Observe, collect and record information regarding the interacting factors within an environment.
Show concern by being respectful and responsible towards the environment and the organisms living in it.
Identify the characteristics of magnets: magnets can be made of iron or steel. Magnets have two poles. A freely suspended bar magnet comes to rest pointing in a North-South direction. Unlike poles attract and like poles repel. Magnets attract magnetic materials
Show curiosity in exploring uses of magnets in everyday life and question what they find.
Recognise that a magnet can exert a push or a pull.
Identify the organs in the human digestive system and describe their functions: mouth, gullet, stomach, small intestine and large intestine.
Show curiosity in exploring the surrounding living and non-living things by asking questions.
Show concern by being responsible towards plants and animals such as their own pets.
Show curiosity in exploring the surrounding plants and animals and question what they find.
Show concern for man's impact on the environment.

Soft skills learning goals

Learning to face failures and disappointments
Practicing strategic thinking
Experiencing and exploring sounds and music from different sources
Using technology as a part of explorative and creative process
Learning to acquire, modify and produce information in different forms
Practising to understand visual concepts and shapes and observe their qualities
Practicing to use information independently and interactively
Building common knowledge of technological solutions and their meaning in everyday life
Using technology resources for problem solving
Understanding technological system operations through making
Using technological resources for finding and applying information
Understanding and practicing safe and responsible uses of technology
Practicing logical reasoning, algorithms and programming through making
Using technology as a part of explorative process
Recognizing habits that are good for sustainable living
Supporting the growth of environmental awareness
Practicing to notice causal connections
Learning to build information on top of previously learned
Encouraging to build new information and visions
Learning to combine information to find new innovations
Learning to face respectfully people and follow the good manners
Learning to understand people, surroundings and phenomenons around us
Learning decision-making, influencing and accountability
Learning to understand the meaning of rules, contracts and trust
Practicing time management
Practicing decision making
Practicing versatile ways of working
Connecting subjects learned at school to skills needed at working life
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Practicing memorizing skills
Practicing fine motor skills
Practicing categorization and classification
Practising visual recognition
Learning to notice causal connections
Practicing persistent working
Practicing to take responsibility of one's own learning
Learning to find the joy of learning and new challenges
Creating requirements for creative thinking
Practicing creative thinking
Practicing to improvise
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Developing problem solving skills
Practicing to look things from different perspectives
Practicing to give, get and reflect feedback
Enabling the growth of positive self-image
Encouraging positive attitude towards working life
Practicing to plan and execute studies, make observations and measurements
Practicing to find, evaluate and share information
Encouraging the growth of positive self-image
Practicing keyboard skills and touch typing
Using technology to express one’s emotions and experiences
Practicing to notice links between subjects learned
Practicing to evaluate one's own learning
Practicing to set one's own learning goals
Practicing to take care of one's own wellbeing and health
Learning to plan and organize work processes
Learning to plan and design own written content and textual representations

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation