Articles producció científica> Pedagogia

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

  • Datos identificativos

    Identificador: imarina:8786992
    Autores:
    Schina DUsart MEsteve-Gonzalez VGisbert 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.
  • Otros:

    Autor según el artículo: Schina D; Usart M; Esteve-Gonzalez V; Gisbert M
    Departamento: Pedagogia
    Autor/es de la URV: Esteve Gonzalez, Vanessa / Gisbert Cervera, Maria Mercedes / Usart Rodríguez, Mireia
    Código de proyecto: Grant agreement No. 713679
    Palabras clave: Teachers' perceptions Educational robotics Curricular robotics
    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.
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 9789897584176
    Direcció de correo del autor: vanessa.esteve@urv.cat mireia.usart@urv.cat vanessa.esteve@urv.cat merce.gisbert@urv.cat
    Identificador del autor: 0000-0001-5909-1099 0000-0003-4372-9312 0000-0001-5909-1099 0000-0002-8330-1495
    Fecha de alta del registro: 2023-11-18
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://www.scitepress.org/Link.aspx?doi=10.5220/0009316301470154
    Programa de financiación: Marie Skłodowska-Curie Actions - European Union's Horizon 2020 research and innovation programme
    Referencia al articulo segun fuente origial: Csedu 2020 - Proceedings Of The 12th International Conference On Computer Supported Education. 1 147-154
    Referencia de l'ítem segons les normes APA: Schina D; Usart M; Esteve-Gonzalez V; Gisbert M (2020). Teacher views on educational robotics and its introduction to the compulsory curricula.
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Acrónimo: MFP
    DOI del artículo: 10.5220/0009316301470154
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2020
    Acción del progama de financiación: Martí i Franquès COFUND Doctoral Programme
    Tipo de publicación: Proceedings Paper
  • Palabras clave:

    Teachers' perceptions
    Educational robotics
    Curricular robotics
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