Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

  1. Greca, Ileana María
  2. Fernández-Hawrylak, María
  3. García-Carrillo, Christian
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Education Sciences

ISSN: 2227-7102

Año de publicación: 2021

Volumen: 11

Número: 2

Páginas: 64

Tipo: Artículo

DOI: 10.3390/EDUCSCI11020064 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education Sciences

Objetivos de desarrollo sostenible

Resumen

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

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