Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching
ChanMin Kim, Dongho Kim, Jiangmei Yuan, Roger B. Hill, College of Education, United States ; Prashant Doshi, College of Arts and Sciences, United States ; Chi N. Thai, College of Engineering, United States
Computers & Education Volume 91, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
We report a research project with a purpose of helping teachers learn how to design and implement science, technology, engineering, and mathematics (STEM) lessons using robotics. Specifically, pre-service teachers' STEM engagement, learning, and teaching via robotics were investigated in an elementary teacher preparation course. Data were collected from surveys, classroom observations, interviews, and lesson plans. Both quantitative and qualitative data analyses indicated that pre-service teachers engaged in robotics activities actively and mindfully. Their STEM engagement improved overall. Their emotional engagement (e.g., interest, enjoyment) in STEM significantly improved and in turn influenced their behavioral and cognitive engagement in STEM. Their lesson designs showed their STEM teaching was developing in productive directions although further work was needed. These findings suggest that robotics can be used as a technology in activities designed to enhance teachers' STEM engagement and teaching through improved attitudes toward STEM. Future research and teacher education recommendations are also presented.
Kim, C., Kim, D., Yuan, J., Hill, R.B., Doshi, P. & Thai, C.N. (2015). Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching. Computers & Education, 91(1), 14-31. Elsevier Ltd.
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Charles Hodges, Georgia Southern University, United States; Jessica Gale, Georgia Institute of Technology Center for Education Integrating Science, Mathematics, and Computing (CEISMC), United States; Alicia Meng, Georgia Southern University, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 4 (December 2016) pp. 434–451
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