Examining Changes in Teachers’ Beliefs Toward Integrating Computational Thinking to Teach Literacy and Math Concepts in Grades K-2

Love, Tyler S.; Bartholomew, Scott R.; Yauney, Jessica

doi:10.1007/s41979-022-00077-3

Cited by 17 publications

(10 citation statements)

References 36 publications

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“…The topic of robotics in the educational field is still relatively new, although the human-robot interaction (HRI) derived from its utilization already appears in numerous studies devoted to the achievements of robotics technology (Vlieghe, 2022). The experiences of learning with robots (Diago et al, 2018), as well as the development of the so-called computational thinking (Katai et al, 2021;Chiang et al, 2022;Christensen, 2022;Critten et al, 2022;de Carvalho et al, 2022;Huang and Qiao, 2022;Love et al, 2022), has led to identifying the potential of robots for their use as a new educational resource (Woo et al, 2021). It is what (Han and Jo, 2008), among others, call "robotic learning"-also shortened to "r-Learning.…”

Section: Robotics In the Educational Contextmentioning

confidence: 99%

Social robotics in music education: A systematic review

Martínez-Roig

Cazorla²,

Esteve-Faubel³

2023

Front. Educ.

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IntroductionSocial robotics applied to the educational context deals with proposals that start from the present to shape the future of what training in a specific subject can be. On this occasion, the aim is to investigate the connection between the utilization of social robots and the teaching–learning processes that take place within a formal music education environment at any stage of education.MethodsTo carry out this research, the Preferred Reporting Items for Systematic reviews and Meta-Analysis (PRISMA) model served as a reference to perform a systematic review of articles published in two of the most important scientific databases, Web of Science (WoS) and Scopus, since 2015.ResultsA total of four articles fulfilled the inclusion criteria.DiscussionOur findings attest that social robotics still remains a practically unknown topic. Hardly any experiences have been developed in classrooms. In general, it is considered necessary for education, and more specifically for music, not to be left out of the developments in social robotics. This technology, which is increasingly present in various areas of our society, responds to the objective of defining the 21st century, and musical education is part of it.

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Section: Robotics In the Educational Contextmentioning

confidence: 99%

Social robotics in music education: A systematic review

Martínez-Roig

Cazorla²,

Esteve-Faubel³

2023

Front. Educ.

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“…The synthesis of research in STEM education above indicated that any plausible model of STEM leadership must acknowledge the multidimensional nature of this role and accommodate the following characteristics: the centrality of STEM disciplinary and interdisciplinary knowledge (e.g., Holmlund et al, 2018); a focus on the solution of problems set in real‐world contexts (e.g., Myers & Berkowicz, 2015; Wenner & Settlage, 2015); teachers' and students' dispositions and beliefs that promote ongoing engagement with STEM (e.g., Davis et al, 2019; Dong et al, 2020; Jeffries et al, 2019; Love et al, 2022); the use of tools that support investigatory approaches to teaching and learning (e.g., Dickes & Farris, 2019; Hoyles et al, 2010); and critical thinking capabilities needed to address complex open‐ended situations (e.g., Gómez & Suárez, 2020; Goos et al, 2020; Li et al, 2019; Smetana & Coleman, 2015).…”

Section: Developing a Model For Principals' Stem Leadership Capabilitymentioning

confidence: 99%

A model for principals' STEM leadership capability

Geiger

Beswick

Fraser

et al. 2023

British Educational Res J

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In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline‐specific and integrated knowledge and practices; (2) contexts; (3) dispositions; (4) tools; and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community.

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“…Many of the lessons were integrated with standards-aligned literacy and math concepts to help students feel more comfortable with integrating STEM content and practices (Love, Napoli, & Lee, 2023). This was also done to demonstrate how I-STEM ED instruction could be seamlessly infused within elementary curricula that often does not allow much time for content beyond literacy and math (Love, Bartholomew, & Yauney, 2022;Love, Napoli, & Lee, 2023). To model integrative teaching and learning experiences the researcher engaged students in different design-based I-STEM ED lessons each week from the following resources: ITEEA Engineering byDesign (EbD) TEEMS, Project Lead the Way (PLTW) Launch, NASA Beginning Engineering, Science and Technology (BEST), FOSS, TeacherGeek, the ITEEA Elementary STEM Journal's Books to Briefs articles, and the NSTA Science and Children journal's Engineering Encounter articles.…”

Section: Research Questions (Rq)mentioning

confidence: 99%

“…In the elementary grades in the United States (U.S.), the amount of daily instructional time involving science and technology and engineering (T&E) concepts is substantially less than that focused on reading, literacy, and mathematics (Daugherty et al, 2022;Douglas et al, 2016;Love, Bartholomew, & Yauney, 2022;Love, Napoli, & Lee, 2023;Radloff & Capobianco, 2021). For decades researchers have advocated for the benefits of integrating constructivist industrial arts (American Council for Elementary School Industrial Arts, 1983;Bonser & Mossman, 1923;Miller & Boyd, 1970), design and technology (D&T) (Todd, 1997), technology education (Minton & Minton, 1987), children's engineering (Dunn & Larson, 1990;Weaver, 2017), and integrative science, technology, engineering, and mathematics (STEM) education (Cheek, 2021;Daugherty et al, 2022;Swagerty & Hodge, 2019) into elementary curricula.…”

Section: Introductionmentioning

confidence: 99%

Embedding Safety in Integrative STEM Teaching Methods Courses for Pre-Service Elementary Educators

Love

2023

JTE

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Academic standards in the United States advocate for the integration of science, and technology and engineering (T&E) content and practices within the elementary grades (ITEEA, 2020; NGSS Lead States, 2013). However, elementary educators often receive limited preparation for developing and facilitating safer hands-on science and T&E learning experiences (Love, 2017a), which can contribute to their reluctance to integrate science and T&E instruction. This study addresses the issue by examining changes in elementary pre-service teachers’ (PSTs) views toward safety and perceived preparation to safely infuse design-based science and T&E instruction following participation in an integrative science, technology, engineering, and mathematics (STEM) education (Wells & Ernst, 2015) methods course. A cohort of 27 elementary PSTs were split into two class sections. The control group participated in a safety jigsaw lesson the first day of classes, whereas the experiment group participated in a safety warm-up activity at the beginning of every class throughout the 15-week semester. Findings indicate all participants reported significant gains in self-efficacy and expected outcomes toward safety, views about the percentage of time elementary integrative STEM lessons should include hands-on learning experiences, perceived knowledge of integrative STEM safety concepts, and perceived ability to safely teach integrative STEM lessons. Further analyses revealed no significant differences between the two class sections. Results suggest that, in addition to emphasizing and demonstrating required safety protocols before any activity, varying strategies used to embed safety instruction in methods courses can significantly increase elementary PSTs’ views toward safety in integrative STEM education.

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Examining Changes in Teachers’ Beliefs Toward Integrating Computational Thinking to Teach Literacy and Math Concepts in Grades K-2

Cited by 17 publications

References 36 publications

Social robotics in music education: A systematic review

Social robotics in music education: A systematic review

A model for principals' STEM leadership capability

Embedding Safety in Integrative STEM Teaching Methods Courses for Pre-Service Elementary Educators

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