Robotics and Coding for Teacher Education: A Constructionist Approach
Robotics and Coding for Teacher Education: A Constructionist Approach

Summary/Abstract: Background/purpose. This research explores the use of robotics to facilitate the learning of computer programming among non-specialist pre-service teachers with no prior programming experience. With the increasing demand for 21st-century teaching competencies, it is essential to equip future educators with computational thinking (CT) skills, even if they do not specialize in computer science. This study investigates the effectiveness of a constructionist approach using robotics in developing programming knowledge and CT skills among student teachers. Materials/methods. The study was conducted at a university with 221 first-year pre-service teachers who were not majoring in computer science or related disciplines. A series of workshops were designed to engage participants in hands-on activities using robots, creating tangible learning outcomes in a simulated environment. A qualitative research approach was employed, utilizing reflective journals as the primary data source for analysis. Results. The findings indicate that the constructionist approach, integrating robotics as a tangible learning tool, significantly enhanced participants' progressive understanding of programming constructs. Additionally, the intervention improved students' self-efficacy in learning programming and fostered the development of their CT skills. Conclusion. The study demonstrates that robotics can be an effective tool for introducing computer programming to non-specialist preservice teachers. The results contribute to the growing body of research on innovative pedagogical approaches for teaching programming and highlight the potential of robotics in developing 21stcentury CT skills among future educators.

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