Exploring the Effects of Near-Peer Teaching in Robotics Education: The Role of STEM Attitudes

Autor/inn/en	Vink, Isabelle C. de; Tolboom, Jos L. J.; Beekum, Olivier van
Titel	Exploring the Effects of Near-Peer Teaching in Robotics Education: The Role of STEM Attitudes
Quelle	In: Informatics in Education, 22 (2023) 2, S.329-350 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-5831
Schlagwörter	Peer Teaching; Robotics; STEM Education; Elementary School Students; Grade 10; Grade 11; Grade 5; Grade 6; Student Attitudes; Interaction; Program Effectiveness; Programming; Skill Development; Knowledge Level; Student Role; Foreign Countries; High School Students; Netherlands + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Robotertechnik; STEM; School year 11; 11. Schuljahr; Schuljahr 11; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Interaktion; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Niederlande
Abstract	Due to technological advancements, robotics is findings its way into the classroom. However, workload for teachers is high, and teachers sometimes lack the knowledge to implement robotics education. A key factor of robotics education is peer learning, and having students (near-)peers teach them robotics could diminish workload. Therefore, this study implemented near-peer teaching in robotics education. 4 K10-11 secondary school students were teachers to 83 K5-6 primary school students. The intervention included 4 3-hour robotics lessons in Dutch schools. Primary school students completed a pre- and post-intervention questionnaire on their STEM-attitudes and near-peer teaching experience, and a report on their learning outcomes. Interaction with near-peer teachers was observed. After the lessons, a paired-samples t-test showed that students had a more positive attitude towards engineering and technology. Students also reported a positive near-peer teaching experience. Conventional content analysis showed that students experienced a gain in programming and robotics skill after the lessons, and increased conceptual understanding of robotics. The role the near peer teachers most frequently fulfilled was formative assessor. Near-peer teachers could successfully fulfil a role as an engaging information provider. This study shows that near-peer teachers can effectively teach robotics, diminishing workload for teachers. Furthermore, near-peer robotics lessons could lead to increased STEM-attitudes. (As Provided).
Anmerkungen	Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01