Learning Programming through Robots: The Effects of Educational Robotics on Pre-Service Teachers' Programming Comprehension and Motivation

Autor/inn/en	Fegely, Alex; Tang, Hengtao
Titel	Learning Programming through Robots: The Effects of Educational Robotics on Pre-Service Teachers' Programming Comprehension and Motivation
Quelle	In: Educational Technology Research and Development, 70 (2022) 6, S.2211-2234 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fegely, Alex)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10174-0
Schlagwörter	Programming; Robotics; Preservice Teachers; Comprehension; Student Motivation; Computer Science Education + Suchen Sie Ihr Suchwort? Programmierung; Robotertechnik; Verstehen; Verständnis; Schulische Motivation; Computer science lessons; Informatikunterricht
Abstract	The purpose of this convergent mixed-methods study was to evaluate the effect of educational robotics on pre-service teachers' programming comprehension and motivation. Computer science is increasingly being integrated into K-8 curricula. However, a shortage of teachers trained to teach basic computer science concepts remains unresolved. This study thus utilized educational robotics as "mindtools" to teach programming concepts to pre-service teachers. Data were obtained through a pre-post comprehension assessment, a pre-post motivation survey, field notes, and individual interviews. The findings of this study indicated that pre-service teachers' comprehension of programming concepts and motivation related to programming can be improved through educational robotics to statistically significant levels. Design implications on integrating educational robotics into pre-service teacher programming instruction are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01