Learning programming through robots: the effects of educational robotics on pre-service teachers' programming comprehension and motivation

被引:6
|
作者
Fegely, Alex [1 ]
Tang, Hengtao [2 ]
机构
[1] Coastal Carolina Univ, Dept Educ Studies Spadoni Coll Educ & Social Sci, Instructional Technol, POB 261954, Conway, SC 29528 USA
[2] Univ South Carolina, Dept Educ Studies Coll Educ, Learning Design & Technol, 820 Main St 239 Wardlaw, Columbia, SC 29208 USA
关键词
Programming; Robotics; Pre-service teachers; Teacher education; STEM; ENGAGEMENT; THINKING; SCRATCH; DESIGN; STATE;
D O I
10.1007/s11423-022-10174-0
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The purpose of this convergent mixed-methods study was to evaluate the effect of educational robotics on pre-service teachers' programming comprehension and motivation. Computer science is increasingly being integrated into K-8 curricula. However, a shortage of teachers trained to teach basic computer science concepts remains unresolved. This study thus utilized educational robotics as "mindtools " to teach programming concepts to pre-service teachers. Data were obtained through a pre-post comprehension assessment, a pre-post motivation survey, field notes, and individual interviews. The findings of this study indicated that pre-service teachers' comprehension of programming concepts and motivation related to programming can be improved through educational robotics to statistically significant levels. Design implications on integrating educational robotics into pre-service teacher programming instruction are discussed.
引用
收藏
页码:2211 / 2234
页数:24
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