Investigating Preservice Teachers' Self-Efficacy, Science, and Computational Thinking During Engagement With Robotics

• In Event: 69.056 - Roundtable Session 31
  In Roundtable Session: 69.056-14 - Perspectives on Preservice Science Teacher Education

Abstract

One strategy for increasing STEM education is through robotics; however robotics in formal K-8 classes is not consistent and widespread. Preparing elementary preservice teachers to teach STEM using robotics is one way to promote STEM in schools. This study examined preservice teachers’ (n=21) interest, self-efficacy, understanding of science concepts (gears), and computational thinking as they engaged with robotics in a science methods course. A mixed methods design was used. Statistical results from pre-post tests and questionnaires showed that preservice teachers’ interest and self-efficacy towards robotics increased. Gains in science knowledge and computational thinking skills were also observed. The findings contribute to the sparse literature on robotics and preservice Teacher Education and inform the design of preservice courses in Science Education.

Authors

• Kamini Jaipal-Jamani, Brock University

• Charoula M. Angeli, University of Cyprus