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

Identificador:  imarina:8786992

Handle: https://hdl.handle.net/20.500.11797/imarina8786992

Autores:  Schina D; Usart M; Esteve-Gonzalez V; Gisbert M

Resumen:
Copyright © 2020 by SCITEPRESS - Science and Technology Publications, Lda. All rights reserved 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 considering the integration of ER into the curriculum.