Pre-service teachers’ perceptions towards integrating educational robotics in the primary school
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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.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 4, April 2024, Article No: em2419
https://doi.org/10.29333/ejmste/14356
Publication date: 01 Apr 2024
Online publication date: 14 Mar 2024
Article Views: 2002
Article Downloads: 2467
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How to cite this article
APA
Silva, R., Costa, C., & Martins, F. (2024). Pre-service teachers’ perceptions towards integrating educational robotics in the primary school. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), em2419. https://doi.org/10.29333/ejmste/14356
Vancouver
Silva R, Costa C, Martins F. Pre-service teachers’ perceptions towards integrating educational robotics in the primary school. EURASIA J Math Sci Tech Ed. 2024;20(4):em2419. https://doi.org/10.29333/ejmste/14356
AMA
Silva R, Costa C, Martins F. Pre-service teachers’ perceptions towards integrating educational robotics in the primary school. EURASIA J Math Sci Tech Ed. 2024;20(4), em2419. https://doi.org/10.29333/ejmste/14356
Chicago
Silva, Ricardo, Cecília Costa, and Fernando Martins. "Pre-service teachers’ perceptions towards integrating educational robotics in the primary school". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 4 (2024): em2419. https://doi.org/10.29333/ejmste/14356
Harvard
Silva, R., Costa, C., and Martins, F. (2024). Pre-service teachers’ perceptions towards integrating educational robotics in the primary school. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), em2419. https://doi.org/10.29333/ejmste/14356
MLA
Silva, Ricardo et al. "Pre-service teachers’ perceptions towards integrating educational robotics in the primary school". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 4, 2024, em2419. https://doi.org/10.29333/ejmste/14356