Programming in Mathematics Classrooms: Changes in Pre-service Teachers’ Intentions to Integrate Robots in Teaching

Alqahtani, Muteb M.; Hall, Jacob A.; Leventhal, Maryssa; Argila, Alyssa N.

doi:10.1007/s40751-021-00096-6

Cited by 12 publications

(12 citation statements)

References 47 publications

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“…The quantitative methods consisted of a s computational thinking test, a computer programming attitude scale, and an energy knowledge test Uzumcu and Bay ( 2021 ) Mixed-method research design Basic descriptive statistics and content analysis Design-based research The qualitative methods consisted of graduation projects. The quantitative methods(OXO) consisted of the computational thinking related skill tests Umutlu ( 2021 ) Qualitative research design Content analysis Case study The qualitative methods consisted of learning activities Alqahtani et al ( 2022 ) mixed-method research design a multivariate analysis of variance (MANOVA) and content analysis Design-based research The qualitative methods consisted of qualitative reflections. The quantitative methods consisted of a questionnaire Bouck et al ( 2021 ) Mixed-method research design Basic descriptive statistics and content analysis Exploratory Quantitative and qualitative methods consisted of preservice teachers’ lesson plans and reflections 7 .…”

Section: Appendix Amentioning

confidence: 99%

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Developing pre-service teachers’ computational thinking: a systematic literature review

Dong

Sun

et al. 2023

Int J Technol Des Educ

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Recently, computational thinking (CT) has gained importance in education systems worldwide, specifically the CT training of pre-service teachers. This study conducted a systematic literature analysis (2011–2021) of 38 works on pre-service teachers’ CT based on Web of Science, Science Direct, and Google Scholar databases. The results were as follows: (1) Six training methods were found, (2) CT training effectively improved pre-service teachers’ CT, (3) A positive relationship was found between pre-service teachers’ CT ability and the five factors affecting the ability, (4) A mode of training to improve CT ability of pre-service teachers and the relationship between CT ability and teaching methods were considered. This study suggested ideas for designing training modules of CT ability and a reference for realizing the best training effect. Finally, future research trends and a general model of training were presented as references for researchers, instructors, and policy makers to promote the CT of pre-service teachers.

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Section: Appendix Amentioning

confidence: 99%

“…Teachers’ willingness is also crucial to improve their CT ability. Only when teachers are willing to learn relevant CT knowledge can their understanding and application of CT be further improved (Alqahtani et al, 2022 ). Furthermore, research has shown that people’s attitude is composed of emotion, behavior, and cognition.…”

Section: Introductionmentioning

confidence: 99%

Developing pre-service teachers’ computational thinking: a systematic literature review

Dong

Sun

et al. 2023

Int J Technol Des Educ

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“…Those authors report improvements in PST perceived knowledge of robotics and understanding of the integration of ER in mathematics teaching; they suggest that ER should be part of long-term training programs so that PST can experience its use in a contextualized way, as well as create and implement lesson plans that integrate ER in teaching curriculum content. A study by Alqahtani et al (2022) dedicated to the design and implementation of lesson plans that integrate ER reports improvements in PST perceptions regarding their willingness to integrate ER in their teaching practices and difficulty in manipulating the robots, arguing that the simplicity of the robot used contributed to the improvements in PST perceptions. The same authors suggest that PST should have opportunities to interact and explore the potential of ER during their training.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…15.8/3 31.6/6 36.8/7 15.8/3 0.0/0 0.0/0 10.5/2 21.1/4 63.2/12 5.3/1 0.0/0 10.5/2 31.6/6 57.9/11 0.0/0 Q50 5.3/1 10.5/2 42.1/8 42.1/8 0.0/0 0.0/0 0.0/0 10.5/2 84.2/16 5.3/1 0.0/0 10.5/2 15.8/3 73.7/14 0.0/0 Q51 15.8/3 10.5/2 52.6/10 21.1/4 0.0/0 0.0/0 0.0/0 26.3/5 63.2/12 10.5/2 0.0/0 15.8/3 10.5/2 73.7/14 0.0/0 Q52 10.5/2 10.5/2 63.2/12 15.8/3 0.0/0 0.0/0 0.0/0 26.3/5 68.4/13 5.3/1 0.0/0 10.5/2 10.5/2 73.7/14 5.3/1 M (%) 11.8 15.8 48.7 23.7 0.0 0.0 2.6 21.1 69.8 6.6 0.0 11.8 17.1 69.8 1.3 Note. 1-I totally disagree; 2-I disagree; 3-I neither agree nor disagree; 4-I agree; 5-I totally agree; & M: mean contributing to an appropriate integration of ER into their future teaching practices (Alqahtani et al, 2022;Davis, 1989;Keren & Fridin, 2014;Schina et al, 2021b). In this section we discuss the influence of a training program that integrates ER and the use of learning scenarios in ITT for primary school on PST perceptions regarding: (e) SE in the integration of ER in their own teaching practice.…”

Section: Q49mentioning

confidence: 99%

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

Silva,

Costa,

Martins

2024

EURASIA J Math Sci Tech Ed

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This 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.

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“…This activity was part of a larger project (Alqahtani et al, 2022) which began with robot-integrated mathematical tasks in a mathematics methods course as preparation for the PSTs. The PSTs then worked in pairs to create robot-integrated activities based on their interactions in the course.…”

Section: Activity Learning Objectivesmentioning

confidence: 99%

Programming Bee-Bots to Draw Geometric Shapes

Alqahtani

Hall

2022

JTILT

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This article describes an activity that integrates Bee-Bot robots, to engage first-grade students in creating different geometric shapes. In this activity, students work collaboratively to program Bee-Bots to move on a specific path with two markers attached to the Bee-Bots to create a geometric shape on a sheet of paper. After exploring the robots, first-grade students are asked to create geometric shapes such as squares, rectangles, and circles. Students write and test their programs, then observe the drawing to debug their program. This allows students to attend to the number of sides and vertices and the relations among them to complete the task.

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Programming in Mathematics Classrooms: Changes in Pre-service Teachers’ Intentions to Integrate Robots in Teaching

Cited by 12 publications

References 47 publications

Developing pre-service teachers’ computational thinking: a systematic literature review

Developing pre-service teachers’ computational thinking: a systematic literature review

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

Programming Bee-Bots to Draw Geometric Shapes

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