A Computer Science and Robotics Integration Model for Primary School: Evaluation of a Large-Scale In-Service K-4 Teacher-Training Program

Autor/inn/en	El-Hamamsy, Laila; Chessel-Lazzarotto, Frédérique; Bruno, Barbara; Roy, Didier; Cahlikova, Tereza; Chevalier, Morgane; Parriaux, Gabriel; Pellet, Jean-Philippe; Lanarès, Jacques; Zufferey, Jessica Dehler; Mondada, Francesco
Titel	A Computer Science and Robotics Integration Model for Primary School: Evaluation of a Large-Scale In-Service K-4 Teacher-Training Program
Quelle	In: Education and Information Technologies, 26 (2021) 3, S.2445-2475 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (El-Hamamsy, Laila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10355-5
Schlagwörter	Computer Science Education; Robotics; Pilot Projects; Faculty Development; Teaching Methods; Scaffolding (Teaching Technique); Kindergarten; Elementary School Teachers; Technology Integration; Learning Activities; Foreign Countries; Program Descriptions; Program Evaluation; Switzerland + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Robotertechnik; Pilot project; Modellversuch; Pilotprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernaktivität; Ausland; Programme evaluation; Programmevaluation; Schweiz
Abstract	Integrating computer science (CS) into school curricula has become a worldwide preoccupation. Therefore, we present a CS and Robotics integration model and its validation through a large-scale pilot study in the administrative region of the Canton Vaud in Switzerland. Approximately 350 primary school teachers followed a mandatory CS continuing professional development program (CPD) of adapted format with a curriculum scaffolded by instruction modality. This included CS Unplugged activities that aim to teach CS concepts without the use of screens, and Robotics Unplugged activities that employed physical robots, without screens, to learn about robotics and CS concepts. Teachers evaluated positively the CPD and their representation of CS improved. Voluntary adoption rates reached 97% during the CPD and 80% the following year. These results combined with the underpinning literature support the generalisability of the model to other contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01