As a result of the increased inclusion of engineering and computer science standards for K-6 schools nationwide, there is a need to better understand how teacher educators can help develop preservice teachers’ (PSTs’) teaching self-efficacy in these areas. Ed+gineering provides novel opportunities for PSTs to experience teaching and learning engineering and coding content by building COVID-companion robots. Growing evidence supports robotics as a powerful approach to STEM learning for PSTs. In this study, Ed+gineering examined three cases to explore this overarching question: In what ways did PSTs’ virtual robotics project experience develop their self-efficacy for teaching engineering and coding? Three PST cases were examined, within the context of their work with other team members (i.e., undergraduate engineering student(s), 5th graders). To understand each of three PSTs’ virtual robotics project experiences, multiple data sources were collected and analyzed which includes mid- and post-semester CATME, end of course short-answer reflections, follow up interviews (including a modified Big Five personality inventory), and Zoom session recordings. Elementary PSTs Brenda, Erica, and Sarah experienced various levels of commitment and engagement in their five Zoom sessions. These factors, along with other personal and external influences, contributed to Bandura’s four identified sources of self-efficacy. This study examines these contributing factors to create an initial working model of how PSTs develop teaching self-efficacy. In this conference session, science teacher educators will learn more about this model and pedagogical decisions that seemed to influence PST’s self-efficacy for teaching engineering and computer science.
more »
« less
Understanding second grader’s computational thinking skills in robotics through their individual traits
Purpose This study aims to investigate the relationship between the personal traits and computational thinking skills of second graders within the context of robotics activities. Design/methodology/approach Through literature review, a research model and hypotheses were tested with 122 second graders after robotic activities. Findings The hypothesized model showed that learning preference, intrinsic motivation and self-efficacy were the main predictors of coding achievement and computational thinking skills, while no direct relationship was found between learning preference, intrinsic or extrinsic motivation. The final path analysis revealed that intrinsic and extrinsic motivation predict self-efficacy, self-efficacy predicts coding achievement and coding achievement predicts computational thinking skills. Another important finding was the strong impact of self-efficacy on coding achievement, as well as computational thinking skills. Results are interpreted with reference to implications for potential methods of improving computational thinking skills when using robotics in the lower grades in elementary schools. Research limitations/implications This study not only examined these relationships but also proposed, tested and built a research model containing a wide range of personal traits based on path analysis and multiple regression analysis, which, to the best of the researchers’ knowledge, has not been investigated in the current literature. Practical implications As reflected in the final research model, self-efficacy played an important role in impacting second grader’s coding achievement and computational thinking skills. Originality/value Few studies have investigated the various relationships in the context of robotics instruction in elementary schools as in this study. Given the increasing popularity of robotics education in elementary schools, the re-examination and identification of the pivotal role of self-efficacy in predicting second graders’ learning of coding and computational thinking skills have important implications for the implementation of robotics education.
more »
« less
- Award ID(s):
- 1640228
- PAR ID:
- 10176073
- Date Published:
- Journal Name:
- Information Discovery and Delivery
- Volume:
- 47
- Issue:
- 4
- ISSN:
- 2398-6247
- Page Range / eLocation ID:
- 218 to 228
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
In this presentation, the research team discussed elementary schoolers’ experiences in their early exposure to robotics and programming. As a part of a National Science Foundation (NSF-1741910)-funded project, the data were collected of 4th-5th graders engaged in coding tasks at three different elementary schools from the same school district. The preliminary results showed that the students extensively worked on their construction of the unit of measure a programming language of a robot adapts. In addition, the way that the students used the classroom space and materials mediated their understanding of robotics and coding. Understanding the activity system that leads to particular actions in students’ construction of robotics and coding was important to this project’s research activities. Anticipated outcomes likely will lead to more studies exploring the interplay between different elements in the activity system of coding and robotics integration in elementary classroomsmore » « less
-
Gibson, D. C. ; Ochoa, M. N. ; Christensen, R. ; Cohen, J. ; Crawford, D. ; Graziano, K. ; Langran, E. ; Langub, L. ; Rutledge, D. ; Voogt, J. (Ed.)As computer science education standards are disseminated to K-12 school districts nationally, teacher education programs are left with the challenge of ensuring pre-service teachers are prepared to enter their first classroom with the skills and knowledge necessary to align instruction with the new standards. This paper examines the use of a learning intervention called “Block-Based Coding and Computational Thinking for Conceptual Mathematics” (B2C3Math) that aimed to help pre-service teachers majoring in early childhood and elementary education learn and apply computational thinking concepts to their elementary mathematics teaching. Ten pre-service teachers all at the same stage in their teacher preparation program participated in this convergent mixed-methods study. A focus of the research was placed on how participant’s computational thinking knowledge changed following the implementation of B2C3Math. Findings suggest that there were changes in the participants’ views of computational thinking application to elementary mathematics teaching following the implementation of B2C3Math. Implications for research and instructional practices using B2C3Math for teacher education are discussed.more » « less
-
more » « less
Abstract Computational thinking is acknowledged as an essential competency for everyone to learn. However, teachers find it challenging to implement the existing learning approaches in K-12 settings because the existing approaches often focus on teaching computing concepts and skills (i.e., programming skills) rather than on helping students develop their computational thinking competency—a competency that can be used across disciplinary boundaries in accordance with curriculum requirements. To address this need, the current study investigated how game-based learning influenced middle school students’ learning processes, particularly on the development of computational thinking competency, self-efficacy toward computational thinking, and engagement during gameplay. Additionally, the study examined how these outcomes were moderated by individual differences. We observed evidence that the gaming experience influenced students’ computational thinking self-efficacy, but not computational thinking competency or game-based engagement. Compared to age (grade) and prior gaming experience, gender tended to play a more important role in moderating students’ computational thinking competency, self-efficacy toward computational thinking competency, and game-based engagement. Implications and possible directions for future research regarding using game-based learning to enhance computational thinking competency are discussed.
-
Despite nationwide mandates to integrate computer science into P-6 curriculum, most P-6 preservice teachers (PSTs) are not exposed to coding or computational thinking during their professional preparation, and are unprepared to teach these topics. This study, conducted as a part of an NSF-funded project, explores a teacher preparation model designed to increase PSTs’ coding knowledge and coding self-efficacy. PSTs in an educational technology course partnered with engineering undergraduates (EUs) in a computational methods course and worked side-by-side on robotics activities to develop skill and confidence with basic programming concepts and block coding. Students utilized experience gained from these interdisciplinary partnerships to lead robotics activities with fifth and sixth grade students (FSGs) in an after-school technology club. Findings from quantitative studies suggest that the implementation of the approach resulted in a significant increase in both PSTs’ coding knowledge and coding self-efficacy. Qualitative studies revealed that most PSTs’ and EUs’ perceived value of the project was positive.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1108/IDD-09-2019-0065
