Designing Robotics-Integrated STEM Lessons: Teachers’ Challenges and Coping Strategies

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: STEM Education and Computational Learning Innovations

Abstract

This study aimed to identify both perceived and personal challenges that STEM teachers face when designing robotics-integrated lessons, as well as the coping strategies they use. Data was collected using 79 questionnaires and five interviews. Thematic analysis revealed four main categories of challenges: Teachers’ Professional Competence; Teachers’ Attitudes and Affect; Instructional Conditions; and Students’ Cognitive and Motivational Characteristics. Teachers reported various coping strategies, including collaboration with colleagues, differentiated instruction, and the use of Artificial Intelligence. Findings revealed partial correspondence between teachers’ general perceptions and their individual experiences. While some challenges were addressed through coping strategies, others remained unresolved. These findings emphasize the complexity of robotics-based lesson planning and offer practical insights for teacher preparation and instructional support in STEM education.

Authors

• ‪Doaa Saad‬‏, Hebrew University of Jerusalem

• Janan Saba, Hebrew University of Jerusalem