Poster #11 - Preservice Teachers Learning to Teach Science Through an Interdisciplinary Robotics Intervention

• In Event: 51.082 - MTCC Poster Session 12
  In Poster Session: 51.082-2 - Science Teaching and Learning SIG Poster Session

Abstract

Using robotics is one way to advance STEM education in schools. This paper reports on the second year of a study that investigated how robotics influenced elementary pre-service teachers’ (n=36) interest, self-efficacy, and knowledge of science concepts during scaffolded programming activities with robotics. Statistical results from pre-post tests and questionnaires indicated that preservice teachers’ interest and self-efficacy towards robotics increased. Gains in science knowledge were also observed. These findings reinforce year 1 study (n=21) results and point to the use of a scaffolded robotics intervention as a viable interdisciplinary approach to develop preservice teachers’ self-efficacy to learn how to teach STEM with robotics. The study informs the design of interdisciplinary instructional activities for teaching STEM in teacher education courses.

Author

• Kamini Jaipal-Jamani, Brock University