Pre-service teachers’ perceptions towards integrating educational robotics in the primary school
Ricardo Silva 1 2 3 * , Cecília Costa 1 2 , Fernando Martins 3 4 5
More Detail
1 Escola de Ciências e Tecnologia, Universidade de Trás-os-Montes e Alto Douro, Vila Real, PORTUGAL2 Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Aveiro, PORTUGAL3 Instituto Politécnico de Coimbra, Escola Superior de Educação de Coimbra, Coimbra, PORTUGAL4 Instituto de Telecomunicações, Delegação da Covilhã, Covilhã, PORTUGAL5 InED - Centro de Investigação e Inovação em Educação, Instituto Politécnico de Coimbra, Coimbra, PORTUGAL* Corresponding Author

Abstract

This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers’ perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers’ (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post-intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it’s not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 4, Article No: em2419

https://doi.org/10.29333/ejmste/14356

Publication date: 01 Apr 2024

Online publication date: 14 Mar 2024

Article Views: 1173

Article Downloads: 2017

Open Access References How to cite this article