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Autor/inn/en | Fridberg, Marie; Redfors, Andreas; Greca, Ileana M.; García Terceño, Eva M. |
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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 |
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 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 |