Preservice teachers’ science learning and self-efficacy to teach with robotics-based activities: Investigating a scaffolded and a self-guided approach

Abstract

IntroductionRobotics is viewed as a viable pedagogical strategy for STEM learning because it is characterized by many practices common to the STEM disciplines such as engineering design. With many national curricular calling for STEM integration in K-12 formal educational settings, there is a need for empirical evidence about the effectiveness of different pedagogical approaches to teach with robotics-based activities to promote curriculum learning outcomes and teaching practice. This exploratory study investigated the effectiveness of a scaffolded robotics intervention and a self-guided robotics intervention on pre-service teacher knowledge (PST) of science concepts related to gears and on PST self-efficacy to teach with the robotics-based activities.MethodsA quasi-experimental, pre-post intervention study was implemented with two non-equivalent groups of elementary preservice teachers (PSTs) in a Bachelor of Education program. PSTs in the self-guided group (n = 11) worked with robotics kits in the library at their own pace. PSTs in the scaffolded intervention group (n = 16) were guided through the activity by the author with instructional scaffolds. IBM SPSS Statistics 27 was used to analyze the data.ResultsThe relationship between intervention type and gains in science knowledge was not statistically significant for the self-guided group but was statistically significant for the scaffolded group suggesting that scaffolding supported PST’s learning of the science concepts. With respect to PST self-efficacy to teach with the robotics-based activity, both intervention types revealed statistically significant gains from pre to post tests, however effect sizes indicated that the scaffolded intervention resulted in greater gains in PST self-efficacy to teach with the robotics-based activities.DiscussionThe results provide exploratory evidence that the scaffolded robotics approach, modelled for and experienced by the pre-service teachers in this study, was effective for their learning of science curricular concepts related to gears and for developing their self-efficacy for teaching the robotics-based activities. It should be noted that findings may not be generalizable due to the small sample sizes, especially of the self-guided group. Nevertheless, the findings do provide insights for teacher educators incorporating robotics-based activities into curricular courses such as science methods as it provides specific examples of scaffolds that were effective for science learning and for developing PST self-efficacy. The study also contributes to the literature on instructional strategies that promote robotics adoption in K-12 schools to support development of STEM knowledge and skills.

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

“…PST perceptions of SE in the integration of ER into their teaching practices showed a balance between positive and negative perceptions in M1, similar to the results reported by Gavrillas et al (2024). The postintervention (M2 and M3) data shows that there was an increase in positive perceptions, with mean values higher than 70.0%, which is consistent with the results of other studies reporting an improvement in perceptions of SE after participating in training initiatives that integrate ER (Castro et al, 2018;Jaipal-Jamani, 2023;Jaipal-Jamani & Angeli, 2017;Khanlari, 2019;Román-Graván et al, 2020;Schina et al, 2021b;You et al, 2021). There was also an adjustment of the idealized perception in M2 when confronted with the integration of ER in teaching practices in a real classroom setting (Castro et al, 2018) in M3.…”

“…and lesson plans that allow the integration of these technologies to promote curricular learning (Ramos et al, 2022). To design training programs that integrate ER into ITT, it is important to understand teachers' perceptions of SE and willingness to integrate ER into their teaching practices (Jaipal-Jamani, 2023;Jaipal-Jamani & Angeli, 2017;Khanlari, 2016). To design the lesson plans we chose learning scenarios, a structured planning tool, which is iterative and reflective, favoring the integration of technology in teaching and learning processes (Matos, 2014;Pedro et al, 2019).…”

“…Additionally, PST acceptance of ER also significantly influences the integration of ER into their teaching practices (Casey et al, 2021;Schina et al, 2021b;Song, 2018). As such, it is important that ITT programs that integrate ER take into consideration PST perceptions regarding PB and PO of integrating this technology into their teaching practices (Khanlari, 2016), as well as PST perceptions regarding their SE and willingness to use ER (Jaipal-Jamani, 2023;Jaipal-Jamani & Angeli, 2017;. In their study dedicated to ITT with ER, Castro et al (2018) reported that 61.4% of participants implemented tasks with ER in the classroom, registering a positive change regarding perceived SE as well as a change in the perceived potentials and obstacles to integration of ER in their teaching practices, moving from an idealized and quite positive perception to a more realistic perception with lower positive numbers after contacting with ER platform during training and experiencing the integration in their teaching practices.…”