Spanish and Swedish Teachers' Perspective of Teaching STEM and Robotics in Preschool -- Results from the botSTEM Project

Autor/inn/en	Fridberg, Marie; Redfors, Andreas; Greca, Ileana M.; García Terceño, Eva M.
Titel	Spanish and Swedish Teachers' Perspective of Teaching STEM and Robotics in Preschool -- Results from the botSTEM Project
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fridberg, Marie) ORCID (Redfors, Andreas) ORCID (Greca, Ileana M.) ORCID (García Terceño, Eva M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-021-09717-y
Schlagwörter	Foreign Countries; Preschool Teachers; STEM Education; Robotics; Teacher Attitudes; Opinions; Program Effectiveness; Self Efficacy; Personal Autonomy; Knowledge Level; Student Interests; Barriers; Special Needs Students; Peer Relationship; Young Children; Spain; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; STEM; Robotertechnik; Lehrerverhalten; Lehrmeinung; Self-efficacy; Selbstwirksamkeit; Individuelle Autonomie; Wissensbasis; Studieninteresse; Sonderpädagogischer Förderbedarf; Peer-Beziehungen; Frühe Kindheit; Spanien; Schweden
Abstract	This article describes outcomes from the Erasmus + project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children 4-8 years old. Spanish and Swedish preschool teachers' self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The 3-year long project has improved the preschool teachers' self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children's agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional development for STEM and robotics teaching in preschools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01