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Title
Educational robotics application in primary and secondary education. A challenge for the Greek teachers society
Author
SourceJournal of Contemporary Education, Theory & Research 2 (2018) 1, S. 9-14
Document  (482 KB)
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Keywords (German)Robotik; Einsatz; Einstellung <Psy>; Lehrer; Primarbereich; Sekundarbereich; Fragebogenerhebung; Quantitative Analyse; Studie; Griechenland
sub-disciplineEmpirical Educational Research
Curriculum and Teaching / School Pedagogy
Document typeArticle (journal)
ISSN2654-0274
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This paper presents the results of a postgraduate study that was designed to investigate the attitudes and views of Greek teachers in primary and secondary education on the application of Educational Robotics (ER), towards the goal of drawing useful insights on how it can be further integrated in Greek schools. A total of 70 teachers participated in this study, currently working for primary and secondary schools in Greece and being involved in ER projects and ER-related activities. According to the research findings, ER has significant benefits for students and educators, as it fosters positive attitudes towards STEM education, encourages independent and active learning, facilitates teaching, and provides opportunities for the development of cognitive, social and communication skills. However, factors such as the lack of funding and physical infrastructure, the inadequate training of teachers and curriculum scheduling inflexibility, hinder its application. Thus, several structural and procedural actions should be taken in order to further integrate ER in Greek schools. (DIPF/Orig.)
other articles of this journalJournal of Contemporary Education, Theory & Research Jahr: 2018
additional URLsDOI: 10.5281/zenodo.3598423
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Date of publication15.04.2020
CitationKarypi, Sevasti: Educational robotics application in primary and secondary education. A challenge for the Greek teachers society - In: Journal of Contemporary Education, Theory & Research 2 (2018) 1, S. 9-14 - URN: urn:nbn:de:0111-pedocs-190946 - DOI: 10.25656/01:19094
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