Developing Pre-service Teachers’ Self-efficacy and Science Knowledge through a Scaffolded Robotics Intervention: A Longitudinal Study
Abstract: Preparing preservice teachers to teach STEM knowledge and skills using robotics is one way to advance STEM education in schools. This paper reports on results from the second year of a study that investigated how robotics influenced pre-service teachers’ (n=36) interest, self-efficacy, and understanding of science concepts during scaffolded programming activities with robotics. The intervention occurred over two, three hour sessions, in a science methods course. Statistical results from pre-post tests and questionnaires indicated that preservice teachers’ interest and self-efficacy towards robotics increased. Gains in science knowledge were also observed. These findings reinforce year 1 study (n=21) results and point to the use of a scaffolded robotics intervention as a viable interdisciplinary approach to support preservice teachers develop knowledge of different aspects of STEM and self-efficacy to use robotics to teach STEM. The study provides an instructional approach to support pre-service elementary STEM teacher education and informs the design of STEM instructional activities for STEM disciplinary methods courses.