Robotics and Coding within Integrated STEM Coursework for Elementary Pre-service Teachers
Abstract: This ongoing study focused on implementing coding and robotics in an integrated STEM semester with 20 pre-service teachers (PST) in an undergraduate elementary certification program. Constructionist theory framed the integrated STEM semester approach as well as the study which addressed the specific research question: How do pre-service teachers describe their perceptions of coding and robotics for STEM throughout their experiences in an integrated STEM semester? Qualitative analysis of PSTs’ written reflections, combined with participant-researcher observations and artifacts of PST classwork, indicated positive perceptions of coding and robotics and productive dispositions toward exploration and collaboration over the course of the semester-long integrated STEM experience. Findings suggest that the two-pronged approach of integrating coursework and infusing coding and robotics within elementary PSTs’ teacher preparation can lead to positive outcomes.