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ERIC Number: EJ1415775
Record Type: Journal
Publication Date: 2024
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2468-1989
EISSN: EISSN-2468-4929
Exploration of the Prospective Utilization of Educational Robotics by Preschool and Primary Education Teachers
Leonidas Gavrilas; Konstantinos T. Kotsis; Marianna-Sotiria Papanikolaou
Pedagogical Research, v9 n1 Article em0181 2024
Educational robotics integrates aspects from various scientific disciplines, encompassing the entire spectrum of science, technology, engineering, and mathematics (STEM) education. Its effective application is heavily reliant on educators tasked with implementing it within a school setting. This study aimed to investigate the potential adoption of educational robotics among preschool and primary education teachers. The study involved 191 preschool teachers (62.2%) and 115 primary school teachers (37.8%). Data was gathered using a structured questionnaire, AKAER, demonstrating strong internal consistency with a Cronbach's alpha reliability coefficient of [alpha]=0.892. Educators, irrespective of their specialization, gender, or scientific background, acknowledge the significance of educational robotics and express eagerness to incorporate it. A substantial percentage of educators expressed discomfort in using educational robotics and related if they had trained or not. Nonetheless, more than 70.0% of the surveyed educators expressed interest in receiving training on educational robotics to proficiently integrate it into their teaching methodologies. To ensure that the new generation of students can reap the benefits of modern teaching tools like educational robotics, closely tied to STEM education and the cultivation of 21st century skills, we must not only supply schools with the required materials but prioritize the provision of adequately trained and informed educators.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A