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Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

2024-04-01Artigo científico Acesso aberto
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dc.contributor.authorSilva, Ricardo
dc.contributor.authorCosta, Cecília
dc.contributor.authorMartins, Fernando Manuel Lourenço
dc.date.accessioned2026-02-23T16:27:10Z
dc.date.available2026-02-23T16:27:10Z
dc.date.issued2024-04-01
dc.description.abstractThis paper seeks to understand the impact of a training program on 19 pre-service primary school teachers’ perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers’ (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post-intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it’s not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum.eng
dc.description.sponsorship2020.06821.BD
dc.identifier.citationSilva, R., Costa, C., & Martins, F. (2024). Pre-service teachers’ perceptions towards integrating educational robotics in the primary school. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), em2419. https://doi.org/10.29333/ejmste/14356
dc.identifier.doi10.29333/ejmste/14356
dc.identifier.issn1305-8215
dc.identifier.issn1305-8223
dc.identifier.urihttp://hdl.handle.net/10400.26/61836
dc.language.isoeng
dc.peerreviewedyes
dc.publisherModestum Ltd
dc.relationUIDB/00194/2020
dc.relationUIDB/05198/2020
dc.relationUIDB/50008/2020
dc.relation.ispartofEurasia Journal of Mathematics, Science and Technology Education
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjecteducational robotics
dc.subjectinitial teacher training
dc.subjectlearning scenarios
dc.subjectpracticum
dc.subjectteacher training program
dc.titlePre-service teachers’ perceptions towards integrating educational robotics in the primary schooleng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage24
oaire.citation.issue4
oaire.citation.startPage1
oaire.citation.titleEurasia Journal of Mathematics, Science and Technology Education
oaire.citation.volume20
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameMartins
person.givenNameFernando Manuel Lourenço
person.identifier0000000070715256
person.identifier.ciencia-id8512-5BB4-6DFD
person.identifier.orcid0000-0002-1812-2300
person.identifier.ridAAK-6934-2020
person.identifier.scopus-author-id57217191490
relation.isAuthorOfPublication805fc13a-0e76-4f11-9d4c-0dc177f8145c
relation.isAuthorOfPublication.latestForDiscovery805fc13a-0e76-4f11-9d4c-0dc177f8145c

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