Preparing Core Subject Area Preservice Teachers to Integrate Computer Science With Robots

• In Event: Computer Science and Computational Thinking

Abstract

This study examined preservice teachers’ motivational persistence and retention of programming concepts after learning to program with robots through maker-focused activities. Computer science teaching standards for K-8 have been implemented in nearly all U.S. states, and core subject area teachers have been asked to integrate these standards into their instruction. However, little is known about how preservice teachers learn and retain programming knowledge or obtain and sustain their motivation related to programming. This quantitative study utilized repeated measures through pre-/post-/six-month follow-up surveys and tests. Findings indicated the preservice teachers’ programming comprehension gains on the posttest deteriorated substantially to near-baseline levels within six months of instruction. Conversely, preservice teachers’ programming motivation continued to rise in the months after instruction had concluded.

Authors

• Alex Fegely, Coastal Carolina University

• Cory Gleasman, Tennessee Tech University

• Tammi Kolski, Central Michigan University