| 1. |
- Fridberg, Marie, et al.
(författare)
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Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool : results from the botSTEM project
- 2022
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Ingår i: International Journal of Technology and Design Education. - : Springer Netherlands. - 0957-7572 .- 1573-1804. ; , s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- This article describes outcomes from the Erasmus + project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children 4–8 years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The 3-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional developmentfor STEM and robotics teaching in preschools.
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| 2. |
- Fridberg, Marie, 1972-, et al.
(författare)
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Spanish and Swedish teachers’ perspective of teaching STEM scaffolded by robotics in preschool : results from the botSTEM project
- 2021
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Ingår i: International journal of technology and design education. - 0957-7572 .- 1573-1804.
-
Tidskriftsartikel (refereegranskat)abstract
- This article describes outcomes from the Erasmus+ project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children four-eight years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The three-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional development for STEM and robotics teaching in preschools.
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| 3. |
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| 4. |
- García Terceño, Eva M., et al.
(författare)
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Implementation of an integrated STEM activity in pre-primary schools
- 2020
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Konferensbidrag (refereegranskat)abstract
- BotSTEM is an ERASMUS+ project. Its outputs are aimed to provide in- and pre-service teachers in Childhood and Primary Education with a didactical framework, research-based materials and best practices using integrated Science, Technology, Engineering, Mathematics (STEM) and robot-based approaches for enhancing scientific literacy in young children. Initial results from the implementation of activities following the proposed model in preschools in Spain are presented here. Despite the possible obstacles that preschool teachers initially expressed, the preliminary analysis indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as 4 y.o. In the case of a project about magnets, the children seem to have learnt some scientific ideas, applied these ideas to design a magnetic toy and learnt about spatial orientation using robots.
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| 5. |
- Greca Dufranc, Ileana M., et al.
(författare)
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Robotics and Early-years STEM Education : the botSTEM Framework and Activities
- 2020
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Ingår i: European Journal of STEM Education. - 2468-4368. ; :1, s. 1-13
-
Tidskriftsartikel (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools. It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.
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| 6. |
- Greca Dufranc, Ileana M., et al.
(författare)
-
Robotics and Early-years STEM Education : the botSTEM Framework and Activities
- 2020
-
Ingår i: European Journal of STEM Education. - : Lectito. - 2468-4368. ; :1, s. 1-13
-
Tidskriftsartikel (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools.It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.
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| 7. |
- Greca, Ileana, et al.
(författare)
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Robotics and STEM education for 4-8 y.o. children in Spanish pre and primary schools
- 2019
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Konferensbidrag (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science, Technology, Engineering, Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project from a qualitative analysis of implemented activities during science teaching in preschools in Spain are presented here. Despite the possible obstacles that preschool teachers initially expressed, the preliminary analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with kids as young as 4 y.o. In the case of a project about magnets, the children seem to have improved/used? some scientific ideas, applied these ideas to design a magnetic toy and learnt about spatial orientation through use of robots. Also, the development of the project seems have allowed a fruitful intersubjective communication between teachers and students.
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| 8. |
- Greca, Ileana, et al.
(författare)
-
Robotics and STEM education for 4-8 y.o. children in Spanish pre and primary schools
- 2019
-
Konferensbidrag (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science, Technology, Engineering, Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project from a qualitative analysis of implemented activities during science teaching in preschools in Spain are presented here. Despite the possible obstacles that preschool teachers initially expressed, the preliminary analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with kids as young as 4 y.o. In the case of a project about magnets, the children seem to have improved/used? some scientific ideas, applied these ideas to design a magnetic toy and learnt about spatial orientation through use of robots. Also, the development of the project seems have allowed a fruitful intersubjective communication between teachers and students.
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