Articles producció científica> Pedagogia

Teacher views on educational robotics and its introduction to the compulsory curricula

  • Identification data

    Identifier: imarina:8646015
    Handle: https://hdl.handle.net/20.500.11797/imarina8646015
    Authors:
    Schina, DespoinaUsart, MireiaEsteve-Gonzalez, VanessaGisbert, Merce
    Abstract:
    Students’ engagement with Educational Robotics (ER) has a positive impact on the development of their interdisciplinary knowledge and skills, however ER is not yet integrated into the school curriculum. The present study examines how teachers with prior experience in ER, view their students’ learning through ER and how they perceive the potential integration of ER into the school curriculum. It is a qualitative study and the sample consists of teachers participating as coaches in the regional FIRST LEGO League Competition (FLL) of Tarragona-Reus, in the region of Catalonia in Spain. The results show that teachers in this specific context positively perceive their students’ learning through ER as their students develop various 21st century skills and acquire programming knowledge. Teachers are also in favour of the ER integration into school curricula even at early educational levels. Our research results, although they cannot be generalized, are of use for educational institutions co nsidering the integration of ER into the curriculum.

  • Others:

    Author, as appears in the article.: Schina, Despoina; Usart, Mireia; Esteve-Gonzalez, Vanessa; Gisbert, Merce
    Department: Pedagogia
    URV's Author/s: Esteve Gonzalez, Vanessa / Gisbert Cervera, Maria Mercedes / Schina, Despoina / Usart Rodríguez, Mireia
    Keywords: Robotics Education
    Abstract: Students’ engagement with Educational Robotics (ER) has a positive impact on the development of their interdisciplinary knowledge and skills, however ER is not yet integrated into the school curriculum. The present study examines how teachers with prior experience in ER, view their students’ learning through ER and how they perceive the potential integration of ER into the school curriculum. It is a qualitative study and the sample consists of teachers participating as coaches in the regional FIRST LEGO League Competition (FLL) of Tarragona-Reus, in the region of Catalonia in Spain. The results show that teachers in this specific context positively perceive their students’ learning through ER as their students develop various 21st century skills and acquire programming knowledge. Teachers are also in favour of the ER integration into school curricula even at early educational levels. Our research results, although they cannot be generalized, are of use for educational institutions co nsidering the integration of ER into the curriculum.
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    Author's mail: vanessa.esteve@urv.cat vanessa.esteve@urv.cat despoina.schina@urv.cat mireia.usart@urv.cat merce.gisbert@urv.cat
    Author identifier: 0000-0001-5909-1099 0000-0001-5909-1099 0000-0003-4372-9312 0000-0002-8330-1495
    Record's date: 2024-08-10
    Papper version: info:eu-repo/semantics/publishedVersion
    Link to the original source: https://www.scitepress.org/Link.aspx?doi=10.5220/0009316301470154
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: Proceedings Of The 12th International Conference On Computer Supported Education. 1 147-154
    APA: Schina, Despoina; Usart, Mireia; Esteve-Gonzalez, Vanessa; Gisbert, Merce (2020). Teacher views on educational robotics and its introduction to the compulsory curricula.
    Article's DOI: 10.5220/0009316301470154
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2020
    Publication Type: Proceedings Paper