Building Future STEM Educators: How Robotics Boosts Pre-Service Teachers' Self-Efficacy
Abstract
Science, Technology, Engineering, and Mathematics (STEM) education in elementary schools has been developed to meet the needs of the 21st century. Despite numerous studies on strategies, media, and materials for STEM learning in elementary schools, teachers often need more support to implement them because of low self-efficacy. This issue can be addressed by incorporating robotics into preparatory courses for future elementary school teachers. This mixed-methods study investigates how integrating robotics into STEM education lectures (referred to as STEM with Educational Ro-botics, or STEM-ER) affects the self-efficacy of prospective elementary school teachers. The study involved forty-eight students in an elementary school teachers' education program. The Personal STEM Teaching Efficacy (PSTE) scale was used to measure their STEM teaching self-efficacy. The results showed that integrating robotics significantly increased the average self-efficacy of these prospective teachers. This finding suggests that a pedagogical approach with STEM-ER boosts preservice elementary teachers' confidence in teaching STEM subjects. The approach used in this study could serve as a model for elementary teacher preparation programs.
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DOI: https://doi.org/10.17509/md.v21i2.90959
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