The Future of Science Teaching: Pre-Primary Teachers Knowledge of Educational Robotics in STEM Learning in Plateau State

Abstract

Recent pedagogical paradigm shift in early childhood Science Technology, Engineering and Mathematics (STEM) suggest that there is an increasing interest on covering the gap of the missing ‘‘T’’ of technology and ‘‘E’’ of engineering in early childhood STEM curricula. A tangible innovation and play based hands – on minds – on way that children can engage with both T and E concepts of STEM during their foundational early childhood years is through robotics education. Educational robotics is the design aimed making children to advance their ability to think, design and build robots that perform a variety of task in a developmentally appropriate way. It also provides opportunities for play -based hands-on learning of technology and engineering to young children in a developmentally appropriate way. Despite the promise and use of educational robotics in early childhood curriculum. Little attention seems to have been placed on engaging the teachers and learners at the early childhood levels to benefit from this 21st century innovation. What are the level of teachers and educators knowledge, competence in enacting robotics as part of the early childhood curriculum in Nigeria? This study seeks to investigate this. The design used was the descriptive survey design. This design provided opportunity for respondents to express their knowledge about educational robotics. The population will consist of 150 in- service ECCE teachers at the Federal College of education Pankshin who enrolled in 2022 contact session. Intact population was used as sample. Data was collected using Robotics knowledge Questionnaire. The questionnaire sort six aspects of educational robotics knowledge by teachers: Awareness, knowledge familiarity and Application. Instrument was validated and reliability ascertained by expert in test and measurement. Findings indicate the pre-service teachers have low awareness, knowledge, familiarity and application of educational robotics and are not prepared to enact it in their STEM classroom. It was that concluded that teacher’s robotics knowledge was poor. It was recommended that massive professional development be implemented for teachers on play based use of educational robotics in STEM learning. It was concluded that the future of STEM learning in Nigeria will depend on a deployment of effective platform for robotics study through continuous professional development for teachers and educators how will be be3tter poised for attaining the SDGs in Nigeria.