Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computationa...

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Published in:	Journal of science education and technology Vol. 26; no. 2; pp. 175 - 192
Main Authors:	Jaipal-Jamani, Kamini, Angeli, Charoula
Format:	Journal Article
Language:	English
Published:	Dordrecht Springer Science+Business Media LLC 01.04.2017 Springer Netherlands Springer Springer Nature B.V
Subjects:	Algorithms Assignments Computation Computer applications Critical thinking Data collection Data entry Debugging Education Educational Technology Effectiveness Elementary School Teachers Elementary Secondary Education Knowledge Level Machine learning Methods Methods Courses Preservice Teacher Education Preservice Teachers Pretests Posttests Programming Questionnaires Robotics Robotics industry Science Science Education Science Instruction Scientific Concepts Self Efficacy Skills Statistical Analysis STEM Education Student Interests Teacher Education Curriculum Teacher Education Programs Teachers Teaching Methods Technical education Technology Uses in Education Thinking Skills Computational thinking Preservice teachers Science education Robotics Self-efficacy
ISSN:	1059-0145, 1573-1839
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Abstract	The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers' interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers' self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.
AbstractList	The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers’ (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers’ interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers’ self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts. The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers' interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers' self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts. The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers’ ( n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers’ interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers’ self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts.
Audience	Elementary Secondary Education Higher Education Postsecondary Education Elementary Education Academic
Author	Jaipal-Jamani, Kamini Angeli, Charoula
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Snippet	The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper...
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SubjectTerms	Algorithms Assignments Computation Computer applications Critical thinking Data collection Data entry Debugging Education Educational Technology Effectiveness Elementary School Teachers Elementary Secondary Education Knowledge Level Machine learning Methods Methods Courses Preservice Teacher Education Preservice Teachers Pretests Posttests Programming Questionnaires Robotics Robotics industry Science Science Education Science Instruction Scientific Concepts Self Efficacy Skills Statistical Analysis STEM Education Student Interests Teacher Education Curriculum Teacher Education Programs Teachers Teaching Methods Technical education Technology Uses in Education Thinking Skills
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Title	Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking
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