Using Educational Robotics as an Instruction Tool for Teaching the Omani Social Studies Curriculum

doi:10.7176/jep/13-1-02

Abstract

The study aimed to explore the possibility of using educational robotics as instruction tools for teaching the Omani social studies curriculum. Focusing on this area is driven by lack of literature about implementation of robotics in teaching social studies. A questionnaire consisting of 38 items covering five pedagogical domains was administered to 201 male and female Omani social studies teachers. It was found that male and younger social studies teachers are more positively predisposed toward the adoption and use of educational robotics, but the results revealed that Omani social studies teachers in general lack knowledge and skills in educational robotics, and they think that the current school environment does not support its implementation. Correspondingly, they strongly recommended providing training programs about educational robotics and developing the school environment to facilitate the adoption and use of educational robotics. Keywords: Educational robotics, Oman, pedagogy, secondary school, social studies, teaching DOI: 10.7176/JEP/13-1-02 Publication date: January 31 st 2022

Highlights

In the increasingly globalized world economy and educational framework, national educational systems are increasingly standardized and compelled to raise standards to enhance the quality of learning environment
Research Questions What is the awareness of Omani social studies teachers about Educational robotics (ER) and do they implement it? What is the knowledge and skills readiness of Omani social studies teachers related to using ER in lessons? Do school learning environments support ER classroom implementation? Do Omani social studies teachers believe that social studies curriculum design supports ER implementation? What are Omani social studies teachers’ views about suggestions to enhance implementation of the ER in their lessons? Do Omani social studies teachers’ knowledge, skills, and views about using ER differ according to their gender or experience?
The results revealed that ER implementation in teaching social studies in Oman is straggling due to many challenges, including a lack of teachers’ skill and knowledge, materials, time, technical support, high-speed internet, and ER programs; and the language of robotics technology platforms and learning materials

Summary

Introduction

In the increasingly globalized world economy and educational framework, national educational systems are increasingly standardized and compelled to raise standards to enhance the quality of learning environment. It provides variety of opportunities to develop student skills for the 21st century, to enhance innovation, problem solving, critical thinking, task management, and higher thinking skills (Alimisis, 2013; Eguchi, 2014; Daniela & Lytras, 2019; Ponce et al, 2019) It enhances students’ understanding of complicated and abstract concepts, promotes positive attitudes, fosters motivation, and develops problem-solving and computational thinking skills (Eguchi, 2014; Xia & Zhong, 2018; Alimisis, 2018). It can facilitate the development of students’ technical and soft skills (Damaševicius, Narbutaite, Plauska, & BlaŽauskas, 2017). It attracts student attention and interaction (Saerbeck, Schut, Bartneck, & Janse, 2010; Park, Kim & Del Pobil, 2011; Benitt, 2012), and recall abilities (Szafir & Mutlu, 2012)

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Discussion

Conclusion