Examining the Effectiveness of a Professional Development Program: Integration of Educational Robotics into Science and Mathematics Curricula

Autor/inn/en	You, Hye Sun; Chacko, Sonia Mary; Kapila, Vikram
Titel	Examining the Effectiveness of a Professional Development Program: Integration of Educational Robotics into Science and Mathematics Curricula
Quelle	In: Journal of Science Education and Technology, 30 (2021) 4, S.567-581 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kapila, Vikram)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-021-09903-6
Schlagwörter	Program Effectiveness; Faculty Development; Technology Integration; Robotics; Science Curriculum; Mathematics Curriculum; Middle School Teachers; Technological Literacy; Pedagogical Content Knowledge; Self Efficacy; Mathematics Teachers; Science Teachers; Science Instruction; Mathematics Instruction + Suchen Sie Ihr Suchwort? Robotertechnik; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit; Mathematics; Mathematik; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht
Abstract	This study describes a professional development (PD) program designed to support middle school teachers in effectively integrating robotics in science and mathematics classrooms. The PD program encouraged the teachers to develop their own science and mathematics lessons, aligned with national standards, infused with robotic activities. A multi-week summer PD and sustained academic year follow-up imparted to the teachers the technical knowledge and skills of robotics as well as an understanding of when and how to use robotics in science and mathematics teaching. The goal of this study is to investigate the effects of the robotics-integrated PD program through the changes of teachers' technological-pedagogical-and-content knowledge self-efficacy, the improvement in their content knowledge of robotics in the context of science and mathematics teaching, and their reflections on the PD. The 41 participants consisted of 20 mathematics and 20 science teachers and one teacher who teaches both subjects. Three instruments were administered to the teachers during the PD, and follow-up interviews were conducted to further examine benefits and possible impacts on their teaching resulting from the PD. The data were analyzed by both statistical and qualitative methods to identify the effectiveness of the PD. The findings of the study indicate that the PD program was effective in increasing participants' robotics content knowledge and confidence and outcome expectancy while integrating robotics in their teaching practices. Based on teacher reflections and follow-up interviews, this study offers guidelines for future development of technology-integrated science and mathematics teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01