Introducing Engineering Design to a Science Teaching Methods Course Through Educational Robotics and Exploring Changes in Views of Preservice Elementary Teachers

Kaya, Erdoğan; Yeşilyurt, Ezgi; Deniz, Hasan; Newley, Anna; Newley, Patrick

doi:10.2505/4/jcst17_047_02_66

Cited by 48 publications

(46 citation statements)

References 19 publications

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“…Robotics in education can combine all STEM disciplines to motivate elementary students in the classroom because of the unique problem-solving and immediate feedback. Many studies have explored the use of robotics for engineering integration [32]. Robotics can be one of the most successful programs that take place in school curriculums to support elementary students' academic demands in STEM [33], [34], [35].…”

Section: Technology and Roboticsmentioning

confidence: 99%

Self-efficacy and STEM: An Integrated Pedagogical Approach for Pre-service Elementary Teachers

Fenton¹,

Essler-Petty²

2019

IJCDSE

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Teacher preparation for elementary education often separates pedagogical approaches by content. This study examines an integrative pedagogical approach in the areas of Science, Technology, Engineering, and Math (STEM) with elementary education majors. The preservice teachers were provided experiences to learn about pedagogical approaches for STEM integration and to design and implement interdisciplinary units with robotics in classroom settings as a part of a combined math and science pedagogy course. A modified version of the Science Teaching Efficacy Beliefs Instrument (STEBI-B) survey was used as a pre-and postassessment to determine if changes occurred in the preservice teacher's self-efficacy and outcome expectancy with elementary students as a result of this approach. Findings between pre-and post-assessments show increased means for both subscales: Personal STEM Teaching Efficacy (PSTE) and STEM Teaching Outcome Expectancy (STOE). Qualitative responses also indicate the beliefs and outcomes in STEM teaching were positively impacted. These findings indicate that a combined science-mathematics pedagogical approach that includes the development of units and teaching the units in authentic classrooms leads to more confidence in STEM teaching. The approach utilized in this study may serve as a model for other teacher preparation programs.

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Section: Technology and Roboticsmentioning

confidence: 99%

Self-efficacy and STEM: An Integrated Pedagogical Approach for Pre-service Elementary Teachers

Fenton¹,

Essler-Petty²

2019

IJCDSE

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“…To meet the demand for engineering professionals and to keep its leading role in the world, the United States needs more focus on science, technology, engineering and mathematics (STEM) training (Breiner, et al, 2012; Council of Graduate Schools and Educational Testing Service, 2010; Subotnik, et al, 2009; as cited by Kaya, et al, 2017). As technologies are being utilized in everyday life, schools are also incorporating the robotics program as a means to teach the students the basics about technology specifically programming and production of robots.…”

Section: Discussionmentioning

confidence: 99%

Boon or Bane: The Lived Experiences of the Robotics Club Members of Philippine School Doha at the Onset of Robotics

Keh¹,

Rufo²,

Abundabar³

et al. 2020

IJRP

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Background. The advent of robotics has certainly changed the world. Not only did it influence the way people live their lives, it has changed the way teaching and learning have always been done. In this regard, the present research centers on the lived experiences of the robotics club members of Philippine School Doha. It focuses on how the members view the robotics club. By learning their insights, recommendations can be cited to mitigate problems related to robotics and cite recommendations to make the robotics club more relevant in this 21st century setting. Method. This qualitative paper made use of a phenomenological research design to understand the lived experiences and perceptions of the participants, specifically Robotics club members, relative to the central question: "How do robotics club members of Philippine School Doha perceive the offered Robotics program of the school?" Data were gathered using one-to-one interview that consists of twenty-five developmental questions and were analyzed using an inductive approach in theme development. Findings. Findings have shown that students perceive robotics and the robotics club as gateway for the many breakthroughs in life. There are, however, a few hardware and software issues present. Nevertheless, it is still critical in preparing the students for the challenges of 21 st century learning. Conclusion. The rise of robots from the early times up until now has undoubtedly brought great advancements in different areas, especially in the education setting. It is indeed a boon to students who are deeply immersed in technology. The robotics club would create highly-abled students who are imbued with critical thinking and problem-solving skills. Recommendation. To fill the literature gap, this paper suggests to future researchers to further expand the pool of participants to elicit a wider range of responses.

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“…Birçok ülkede eğitsel robotik etkinliklerinin eğitim kurumlarında yaygınlaşabilmesi için öğretmenlere yönelik çeşitli eğitimler düzenlenmektedir (Arlegui, Pina ve Moro, 2013;Kay, Moss, Engelman ve McKlin, 2014;Kim vd., 2015;Perritt, 2010). Bunun yanı sıra öğretmen adaylarının profesyonel gelişimlerini desteklemek amacıyla robotik öğrenimine yönelik çalıştaylar ya da dersler yapılmaktadır (Bruder ve Wedeward, 2003;Hadjiachilleos, Avraamidou ve Papastavrou, 2013;Kay vd., 2014;Kaya, Newley, Deniz, Yesilyurt, ve Newley, 2017;Kim vd., 2015;Majherová ve Králík, 2017;Sullivan ve Moriarty, 2009). Bu tür dersler öğretmen adaylarının robotik öğrenmelerini ve gelecekte bu teknolojiyi dersleriyle bütünleştirmelerine yönelik beceriler kazandırmayı hedeflemektedir.…”

Section: Introductionunclassified

ÖĞRETMEN ADAYLARININ ROBOTİK PROGRAMLAMADA AKIŞ, KAYGI ve BİLİŞSEL YÜK SEVİYELERİ

Şişman¹,

Küçük²

2018

Eğitim Teknolojisi Kuram Ve Uygulama

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The aim of this study was to compare pre-service teachers’ flow experience, anxiety and cognitive loads in the process of robotics programming, based on whether they were experienced or inexperienced. The sample of the study consisted of 19 pre-service teachers (16 females, 3 males) from different specialties. Within the scope of the study, pre-service teachers carried out five robotics programming activities. Two of these activities were grouped as beginner level and three as experience-requiring activities. The Flow Experience Scale and the Cognitive Load Scale were used as data collection tools in the study. Wilcoxon signed rank test was used in the analysis of the data. It was found that, in general, the flow experience and cognitive load levels of the pre-service teachers were high, and their anxiety levels were low in the process of robotics programming. It was also found that the pre-service teachers’ level of flow experience was significantly higher, and their cognitive loads were lower if they were experienced. Anxiety levels were not significantly different in the either case. The results were discussed, and suggestions were presented in order to guide future studies.

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Introducing Engineering Design to a Science Teaching Methods Course Through Educational Robotics and Exploring Changes in Views of Preservice Elementary Teachers

Cited by 48 publications

References 19 publications

Self-efficacy and STEM: An Integrated Pedagogical Approach for Pre-service Elementary Teachers

Self-efficacy and STEM: An Integrated Pedagogical Approach for Pre-service Elementary Teachers

Boon or Bane: The Lived Experiences of the Robotics Club Members of Philippine School Doha at the Onset of Robotics

ÖĞRETMEN ADAYLARININ ROBOTİK PROGRAMLAMADA AKIŞ, KAYGI ve BİLİŞSEL YÜK SEVİYELERİ

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