Teachers' perceptions of using robotics in primary/elementary schools in Newfoundland and Labrador

摘要

Robotics, with its multidisciplinary nature, integrates Science, Technology, Engineering, and Mathematics (STEM) disciplines and is considered a gateway to STEM education. This study aims to understand whether primary/elementary teachers perceive robotics as a useful tool for STEM education or not. This study also seeks to better understand primary/elementary teachers’ perceptions of the barriers of using robotics and the support that they need. A sample of 11 primary/elementary teachers from Newfoundland and Labrador English Schools District (NLESD) participated in this study. The results of this study revealed that the participants perceive robotics to have the potential to facilitate learning of primary/elementary science and technology-related topics, while they do not perceive robotics to be a useful tool for learning mathematics. The participants also perceived robotics to have positive effects on students’ lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the supports that they need.