Evaluating educational robotics as a maker learning tool for pre-service teacher computer science instruction

• Published in: Educational technology research and development Vol. 72; no. 1; pp. 133 - 154
• Main Authors: Fegely, Alex, Gleasman, Cory, Kolski, Tammi
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.02.2024; Springer; Springer Nature B.V
• Subjects: Computer science; Computer Science Education; Education; Educational Technology; Employee motivation; Learning; Learning and Instruction; Methods; Methods Courses; Persistence; Preservice teachers; Programming; Research Article; Robotics; Robotics industry; Science Activities; Science education; Science Instruction; Social Studies; STEM Education; Teacher Motivation; Teachers; Programming; Teacher education; Pre-service teachers; Robotics; Maker
• DOI: 10.1007/s11423-023-10273-6
• ISSN: 1042-1629

Computer science teaching standards for grades K-8 have been implemented in nearly all U.S. states, and the core subject area teachers (e.g., math, science, English, social studies) have been asked to integrate these standards into their instruction. Thus, it is important that K-8 pre-service teachers of all subjects are both prepared and motivated to teach computer science concepts—such as programming—upon entering the field. However, little is known about how pre-service teachers learn and retain programming knowledge or obtain and sustain their motivation related to programming. Maker-focused educational robotics activities have the potential to both reduce abstract cognitive load and work as motivational tools for STEM learning. The purpose of this study was to examine pre-service teachers’ motivational persistence and retention of programming concepts after learning with educational robotics through maker-focused computer science activities. Hands-on maker robotics programming activities were used to teach and motivate pre-service teachers. This quantitative study utilized repeated measures through pre-, post-, and 6-month follow-up surveys and tests. The findings indicated the pre-service teachers’ programming comprehension gains exhibited on the posttest deteriorated substantially to near-baseline levels within 6 months of instruction. Conversely, pre-service teachers’ motivation related to programming continued to rise after the instruction had concluded. Both the retention of comprehension of programming concepts and motivational persistence findings imply that educator preparation providers should integrate programming instruction throughout their pre-service teacher curricula and support curricular initiatives that call for the integration of computer science instruction across pre-service teacher methods courses to reinforce computer science learning.