Abstract:

While recent studies have identified the benefits of integrating robotics as an educational tool in science lessons that promote active learning and motivate students, many science teachers avoid integrating robotics activities into their lessons and prefer to teach in traditional methods. The lack of teacher training in robotics has been identified as one of the major reasons preventing the adoption of robotics in STEM education for K-12 [1]. Education-related reports like the National Science and Technology Council (NSTC) and The Royal Society Science Policy Centre reiterate the need to prepare STEM teachers for the use of robotics as part of the effort to advance this field [2]. This study aims to investigate the effects of a teachers’ training workshop on physics teachers’ beliefs and attitudes towards integrating robotics activities in physics education.

Thirty middle school physics teachers participated in the training workshop “Physics experiments with robotics activities” that exposed them to physics experiments with robots. The workshop consisted of one laboratory session that lasted 8 hours. It included a short lecture and hands-on experimentation. The teachers learned physics concepts such as velocity and acceleration through robotics experimental activities. Specifically, the teachers tested kinematics of the robot’s straight-line motion, tested kinematics of the robot’s accelerated motion, constructed a shooting component, and tested ballistic movement. The workshop was conducted in computer laboratories equipped with LEGO robot kits.

At the end of the workshop, we administered attitude questionnaires. Positive results of the questionnaire analysis indicate the potential of the proposed approach. The workshop positively affected teachers’ attitudes towards robotics in physics classes. The teachers’ attitudes and perceptions regarding robotics training have also improved. It can be suggested that in-service teachers’ training programs should be developed for teachers to raise their awareness of the necessity of robotics education, raise a sense of self-efficacy to teach science with robotics activities, and enhance their competencies for integrating robotics activities in physics education. These positive results of the study indicate the desirability of its further exploration.

Next, we plan to implement and assess a more comprehensive science teacher development program to promote science teachers’ acquisition of the competencies needed for the development and implementation of robotics activities in science education. Furthermore, we aim to identify the required competencies, especially because of the lack of comprehensive models that address necessary competencies for teachers to teach the profession effectively [3]. These competencies can then be used to design effective professional development of teachers on purpose to increase the integration of a broader application of robotics in science education. Also, we plan to examine science teachers’ self-efficacy toward the integration of robotics activities in science education with respect to the identified competencies as a result of their experience in the teachers’ development program.

Keywords:

Integrating robotics activities in physics classes, Physics experiments with robotics activities, Science teachers’ workshops, Robotics activities.