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用于科学和数学教学的教育机器人:对教师服务前的感知和自信的分析
Alejandro De la Hoz1, Lina Melo1, Florentina Cañada1
1Department of Didactics of Experimental Sciences and Mathematics, University of Extremadura, Spain.
Heliyon
|November 25, 2024
概括
教育机器人干预显著提高了预服务教师的自信和对教学科学和数学的积极看法. 然而,需要进一步培训,以应对这个数字资源的实施挑战.
科学领域:
- 在STEM教育方面.
- 教育技术的教育技术.
- 教师培训 培训教师培训
背景情况:
- 教育机器人为学生的学习提供了优势.
- 整合机器人需要教师有足够的培训和积极的倾向.
- 了解预服务教师的观点对于成功实施至关重要.
研究的目的:
- 分析初级教育教师对教育机器人的认知和自信.
- 通过教育机器人和基于挑战的学习来评估干预前后的变化.
- 评估对教学科学和数学内容的影响.
主要方法:
- 准实验性设计,包括测试前和测试后.
- 109名服务前初级教育教师参加了.
- 非参数的曼-惠特尼和威尔科克森U试验被用于分析.
主要成果:
- 在总体平均自信心中观察到显著的改善.
- 干预促进了对STEM教学中机器人的更积极的看法.
- 由于缺乏培训,提高了对实施困难的认识.
结论:
- 对于预服务教师来说,教育机器人的干预是必不可少的.
- 发展自信和积极的看法是成功融合的关键.
- 解决培训缺口是必要的,以促进STEM教育中的机器人.
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