Teachers’ perception about the difficulty and use of programming and robotics in the classroom

Abstract

Programming and robotics are resources that can be used as a learning tool for understanding content. However, some teachers are unmotivated due to preconceptions about their difficulties, which hinder their learning and subsequent application in the classroom. This study aims to determine the perception of 195 teachers teaching different grade levels and areas of knowledge on the learning of programming, robotics, and their possibilities of applying them in the classroom. The results show no differences according to the educational stage to perceive adequate skills to learn programming and robotics, although, by area, the teachers of STEAM are considered more capable than the rest. Regarding the introduction of these resources in the classroom, there are no differences according to educational stage. As for differences by area, STEAM teachers stand out, followed by generalist teachers at lower levels (kindergarten and basic school), while there is greater reluctance among teachers of non-STEM areas at higher levels (high school and university and others). It is concluded that the initial perception is similar for teachers of different stages, and with differences with respect to the area, having interesting repercussions on the design of courses.

Professional development for STEM educators: A bibliometric analysis of the recent progress

“…In short, these two conclusions draw researchers' attention to future TPD research that may help teachers to develop, implement and assess integrative learning activities based on cutting‐edge technologies like the use of robotics (Kim et al, 2015; Ortega‐Ruipérez & Lázaro Alcalde, 2022), or artificial intelligence (AI) in STEM education (Kim & Kim, 2022; Yang, 2022). Moreover, the researchers might also consider the shift to online or blended learning environments.…”

Engaging Young Students in Effective Robotics Education: An Embodied Learning-Based Computer Programming Approach

“…Teaching approaches play an important role in the design and implementation of robotics course activities (Ortega-Ruipérez & Lázaro Alcalde, 2022;Zhang et al, 2023). Previous studies indicated that the most common teaching approaches in robotics education include lecture-based learning, project-based learning, and cooperative learning (Cheng et al, 2013;Jung, 2013;Xia & Zhong, 2018;Zhong et al, 2019).…”

“…However, owing to the limited knowledge and skills in engineering and technology fields, young students, especially primary school students, may have difficulty in accurately constructing robots. In addition, they are unable to quickly and directly make the connection between programming and the actions of robots and writing computer programs to drive robots (e.g., Ortega-Ruipérez & Lázaro Alcalde, 2022; Sullivan & Bers, 2016; Sullivan et al, 2013). These difficulties may affect students’ learning achievements and perceptions in robotics courses (e.g., Sullivan et al, 2013; Sullivan & Bers, 2016).…”

“…These difficulties may affect students’ learning achievements and perceptions in robotics courses (e.g., Sullivan et al, 2013; Sullivan & Bers, 2016). Researchers have indicated that teaching approaches are critical to the design and implementation of robotics course activities (Ortega-Ruipérez & Lázaro Alcalde, 2022; Zhang et al, 2023). Therefore, it is essential to find an appropriate teaching approach to help young students overcome these difficulties and achieve better learning performance in robotics courses.…”