Robotics Training of Science and Arts Center Teachers: Suleymanpasa/Tekirdag Case

Abstract

The aim of this study is to evaluate the opinions of the Science and Arts Center (SAC) teachers regarding the in-service training course on “Robotics Education”. In regards to this, the teachers were expected to evaluate their thoughts and expectations on the robotic education and how much of their expectations were met at the end of the training process. The study has an action research design in which the qualitative data collection tools are used. The study group consists of 9 teachers working at the SAC. For the study, semi-structured forms were used as data collection tools. The data were evaluated with the content analysis method, first in terms of the codes then by the creation of themes. The results of the analyses showed that teachers were satisfied with the training, the perceptions on engineers regarding the task changed, that interest in robots increased and that by understanding the basic operating logic of the robot, they gained self-confidence in regards to performing basic tasks. In line with these results, it is recommended that application-oriented and project-based robotics training is given to teachers.

Using Robots with Storytelling and Drama Activities in Science Education

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The effects of robotics programming on secondary school students’ problem-solving skills

“…In many countries, various training activities are organised for teachers to make educational robotics activities widespread in educational institutions (Kim et al, 2015). Programmable and interactive robots provide the opportunity to develop the skills of each student from preschool to university (Bers, Flannery, Kazakoff & Sullivan, 2014;Erdem, 2019;Siper Kabadayi, 2019). Problem-solving skills, which are developed by robotic applications, are seen as very important for this century.…”