Abstract
This exploratory case study reports findings on 20 middle-level science and mathematics teachers’ perceptions of the effectiveness of a one-year project in which teachers engaged in using robotics and engineering design inquiries in their classrooms. Principled by Bandura’s Social Learning Theory (SLT) and using mixed methods approaches, the study measured teachers' efficacy through the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and observation logs before and after the program. The results of this study showed statistically significant differences between PRE MTEBI and POST MTEBI scores. Furthermore, five themes emerged that illuminated potential affordances and constraints that teachers perceive as opportunities and barriers to employing robotics and design thinking in the mathematics/science classrooms. The reported themes are creating collaborative spaces underpinned by design thinking affords transformative learning; problem-solving through shared inquiry elevates confidence; building connections between mathematical concepts and real-life phenomenon supports a willingness to learn new ideas; system support, resources, and funding are prerequisites to engage in modeling design; and designated curriculum restrains teachers from engaging in extra activities that focus on design thinking.
Highlights
Abstrak Studi kasus eksplorasi ini melaporkan temuan pada 20 persepsi guru sains dan matematika tingkat menengah tentang keefektifan proyek selama satu tahun yang mana para guru terlibat dalam penggunaan robotika dan engineering design inquiries di kelas mereka
While scores have improved in the US for some groups of students -- the Trends in International Mathematics and Science Study (TIMSS) 2019 test results showed that only U.S white and Asian fourth-graders scored above the international average – others are still left behind
The study addressed the following overarching research question: What is the effect of engaging in a robotics and engineering design training program on in-service middle-level teachers' mathematics and science teaching efficacy? To what extent do teachers show higher levels of motivation to use robotics modeling in teaching middle-grade mathematics and science?
Summary
Abstrak Studi kasus eksplorasi ini melaporkan temuan pada 20 persepsi guru sains dan matematika tingkat menengah tentang keefektifan proyek selama satu tahun yang mana para guru terlibat dalam penggunaan robotika dan engineering design inquiries di kelas mereka. In a 2008 press release from the National Council of Teachers of Mathematics, noted that “students’ performance continues to be related to their socioeconomic background, with more affluent students scoring higher.” These results call for focused attention on mathematics education, middle grades teacher development in urban settings. Robinson (2016) addressed the need for research into the implementation of 3-D design and manufacturing especially in the middle school classroom citing several situational factors that contribute to student success in mathematics. The study addressed the following overarching research question: What is the effect of engaging in a robotics and engineering design training program on in-service middle-level teachers' mathematics and science teaching efficacy? The study addressed the following overarching research question: What is the effect of engaging in a robotics and engineering design training program on in-service middle-level teachers' mathematics and science teaching efficacy? To what extent do teachers show higher levels of motivation to use robotics modeling in teaching middle-grade mathematics and science?
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