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Spanish and Swedish teachers’ perspective of teaching STEM scaffolded by robotics in preschool: results from the botSTEM project
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Department of Mathematics and Science Education. Kristianstad University, Research Platform Collaboration for Education. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). (LISMA)ORCID iD: 0000-0003-0513-1221
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Department of Mathematics and Science Education. Kristianstad University, Research Platform Collaboration for Education. (LISMA)ORCID iD: 0000-0003-4792-8749
University of Burgos, Spain. (lisma)ORCID iD: 0000-0003-3674-7985
University of Burgos, Spain. (lisma)ORCID iD: 0000-0003-4631-0058
2021 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Accepted
Abstract [en]

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 four-eight 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 three-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.

Place, publisher, year, edition, pages
2021.
Keywords [en]
STEM; Robotics; preschool teachers; Professional Development; Self-efficacy
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hkr:diva-22678DOI: 10.1007/s10798-021-09717-yOAI: oai:DiVA.org:hkr-22678DiVA, id: diva2:1611832
Projects
botSTEM - ERASMUS+ (2017-1-ES01-KA201-038204)
Note

ERASMUS+ (2017-1-ES01-KA201-038204)

Available from: 2021-11-16 Created: 2021-11-16 Last updated: 2021-11-30Bibliographically approved

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Fridberg, MarieRedfors, AndreasGreca Dufranc, Ileana M.García Terceño, Eva
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Research environment Learning in Science and Mathematics (LISMA)Department of Mathematics and Science EducationResearch Platform Collaboration for EducationForskningsmiljön Barndom, Lärande och Utbildning (BALU)
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International journal of technology and design education
Pedagogical Work

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