Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking

Autor/inn/en	Jaipal-Jamani, Kamini; Angeli, Charoula
Titel	Effect of Robotics on Elementary Preservice Teachers' Self-Efficacy, Science Learning, and Computational Thinking
Quelle	In: Journal of Science Education and Technology, 26 (2017) 2, S.175-192 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-016-9663-z
Schlagwörter	STEM Education; Elementary Secondary Education; Preservice Teacher Education; Elementary School Teachers; Teacher Education Programs; Self Efficacy; Scientific Concepts; Thinking Skills; Computation; Robotics; Science Instruction; Methods Courses; Pretests Posttests; Questionnaires; Student Interests; Knowledge Level; Assignments; Statistical Analysis; Technology Uses in Education; Educational Technology; Programming; Teaching Methods + Suchen Sie Ihr Suchwort? STEM; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Denkfähigkeit; Robotertechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Methodisch-didaktische Anleitung; Fragebogen; Studieninteresse; Wissensbasis; Assignment; Auftrag; Zuweisung; Statistische Analyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers' (n = 21) self-efficacy, understanding of science concepts, and computational thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers' interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of computational thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers' self-efficacy, science knowledge, and computational thinking skills in higher education science classroom contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01