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Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching
ARTICLE

, , , , College of Education, United States ; , College of Arts and Sciences, United States ; , College of Engineering, United States

Computers & Education Volume 91, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved August 10, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2015.08.005

Keywords

Cited By

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  • Teacher Self-efficacy During the Implementation of a Problem-based Science Curriculum

    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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