Articles producció científica> Pedagogia

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

  • Datos identificativos

    Identificador: imarina:8646015
    Handle: https://hdl.handle.net/20.500.11797/imarina8646015
    Autores:
    Schina, DespoinaUsart, MireiaEsteve-Gonzalez, VanessaGisbert, Merce
    Resumen:
    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.

  • Otros:

    Autor según el artículo: Schina, Despoina; Usart, Mireia; Esteve-Gonzalez, Vanessa; Gisbert, Merce
    Departamento: Pedagogia
    Autor/es de la URV: Esteve Gonzalez, Vanessa / Gisbert Cervera, Maria Mercedes / Schina, Despoina / Usart Rodríguez, Mireia
    Palabras clave: Robotics Education
    Resumen: 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.
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: vanessa.esteve@urv.cat vanessa.esteve@urv.cat despoina.schina@urv.cat mireia.usart@urv.cat merce.gisbert@urv.cat
    Identificador del autor: 0000-0001-5909-1099 0000-0001-5909-1099 0000-0003-4372-9312 0000-0002-8330-1495
    Fecha de alta del registro: 2024-08-10
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://www.scitepress.org/Link.aspx?doi=10.5220/0009316301470154
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Proceedings Of The 12th International Conference On Computer Supported Education. 1 147-154
    Referencia de l'ítem segons les normes APA: Schina, Despoina; Usart, Mireia; Esteve-Gonzalez, Vanessa; Gisbert, Merce (2020). Teacher views on educational robotics and its introduction to the compulsory curricula.
    DOI del artículo: 10.5220/0009316301470154
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2020
    Tipo de publicación: Proceedings Paper