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Developing Pre-service Teachers’ Self-efficacy and Science Knowledge through a Scaffolded Robotics Intervention: A Longitudinal Study
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, Brock University, Canada

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Preparing preservice teachers to teach STEM knowledge and skills using robotics is one way to advance STEM education in schools. This paper reports on results from the second year of a study that investigated how robotics influenced pre-service teachers’ (n=36) interest, self-efficacy, and understanding of science concepts during scaffolded programming activities with robotics. The intervention occurred over two, three hour sessions, in a science methods course. 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 support preservice teachers develop knowledge of different aspects of STEM and self-efficacy to use robotics to teach STEM. The study provides an instructional approach to support pre-service elementary STEM teacher education and informs the design of STEM instructional activities for STEM disciplinary methods courses.

Citation

Jaipal-Jamani, K. (2018). Developing Pre-service Teachers’ Self-efficacy and Science Knowledge through a Scaffolded Robotics Intervention: A Longitudinal Study. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1913-1919). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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