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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Vydáno v:Journal of science education and technology Ročník 26; číslo 2; s. 175 - 192
Hlavní autoři: Jaipal-Jamani, Kamini, Angeli, Charoula
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer Science+Business Media LLC 01.04.2017
Springer Netherlands
Springer
Springer Nature B.V
Témata:
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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Shrnutí: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.
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ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-016-9663-z