Articles producció científica> Pedagogia

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

  • Datos identificativos

    Identificador: imarina:8646015
    Handle: http://hdl.handle.net/20.500.11797/imarina8646015

  • Autores:

    Schina, D. Usart, M. Esteve-Gonzalez, V. Gisbert, M.

  • Otros:

    Autor según el artículo: Schina, D. Usart, M. Esteve-Gonzalez, V. Gisbert, M.
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://www.scitepress.org/Link.aspx?doi=10.5220/0009316301470154
    Departamento: Pedagogia
    Autor/es de la URV: Schina, D. Usart, M. Esteve-Gonzalez, V. Gisbert, M.
    DOI del artículo: 10.5220/0009316301470154
    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.
    Año de publicación de la revista: 2020
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Tipo de publicación: info:eu-repo/semantics/conferenceObject