Robotics and Coding for Teacher Education: A Constructionist Approach

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 pre-service 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 21st-century CT skills among future educators.