Analyzing the Outcomes of a Robotics Workshop on the Self-Efficacy, Familiarity, and Content Knowledge of Participants and Examining Their Designs for End-of-Year Robotics Contests

Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/

Y

40

National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)

1614085

High School Teachers; Robotics; Workshops; Self Efficacy; Knowledge Level; Design; Competition; Familiarity; Capstone Experiences; STEM Education; Faculty Development; Educational Research

10.1007/s10639-022-11400-1

1360-2357
1573-7608

Rapid advances in science and engineering, and pervasive adoption of resulting technological products, are influencing every aspect of human living and fueling a growing demand for a workforce that is adequately prepared for the emerging occupations in STEM fields. Educating students for success in the modern technology-rich workplace requires teachers who have the knowledge, comfort, capability, and training to adopt and integrate new technologies for classroom teaching and learning. Thus, to prepare high school teachers for incorporating robotics in their students' education and promoting their understanding of engineering concepts and technology applications, a four-week long robotics workshop was designed and conducted annually for three summers. Examination of changes in the workshop participants' levels of robotics self-efficacy, familiarity, and content knowledge, as well as analysis of outcomes of robotics capstone projects and end-of-year contests, is suggestive of study findings being promising for education researchers and professional development providers interested in leveraging the potential of robotics in STEM education.

As Provided

2023

EJ1378526