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Elementary School Teachers’ Professional Development through Facilitating an Integrated STEM Robotics Activity

, , , , , , Boise State University, United States

JCMST Volume 39, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper presents a case study on six elementary school teachers’ perceived learning in a professional development program where teachers facilitated an integrated STEM robotics activity in an afterschool setting. Teacher reflections and interviews data were analyzed for themes. The findings revealed teachers’ positive growth in the following areas: 1) knowledge in STEM disciplines, 2) pedagogies in STEM teaching, and 3) confidence in STEM teaching. Discussions and suggestions for future research directions were provided. Implications and future research directions were discussed.

Citation

Ching, Y.H., Wang, S., Yang, D., Baek, Y., Swanson, S. & Chittoori, B. (2020). Elementary School Teachers’ Professional Development through Facilitating an Integrated STEM Robotics Activity. Journal of Computers in Mathematics and Science Teaching, 39(3), 207-230. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 27, 2021 from .