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Spanish and Swedish...
Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool : results from the botSTEM project
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- Fridberg, Marie (författare)
- Learning in Science and Mathematics (LISMA),Barndom Lärande och Utbildning
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- Redfors, Andreas (författare)
- Learning in Science and Mathematics (LISMA)
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- Greca Dufranc, Ileana M. (författare)
- Universidad de Burgos
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- García Terceño, Eva (författare)
- Universidad de Burgos
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(creator_code:org_t)
- 2022-01-04
- 2022
- Engelska.
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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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Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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