https://hdl.handle.net/10259/11446 2026-04-17T18:47:09Z 2026-04-17T18:47:09Z Redfors, Andreas Greca Dufranc, Ileana María García Terceño, Eva María Fridberg, Marie Cronquist, Björn https://hdl.handle.net/10259/11451 2026-02-27T01:05:54Z 2020-04-01T00:00:00Z

Robotics and Early-years STEM Education: The botSTEM Framework and Activities Redfors, Andreas; Greca Dufranc, Ileana María; García Terceño, Eva María; Fridberg, Marie; Cronquist, Björn botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools. It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.

2020-04-01T00:00:00Z Fridberg, Marie Redfors, Andreas Greca Dufranc, Ileana María García Terceño, Eva María https://hdl.handle.net/10259/11449 2026-02-27T01:06:00Z 2022-01-01T00:00:00Z

Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool – results from the botSTEM project Fridberg, Marie; Redfors, Andreas; Greca Dufranc, Ileana María; García Terceño, Eva María This article describes outcomes from the Erasmus + project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children 4–8 years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The 3-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional development for STEM and robotics teaching in preschools.

2022-01-01T00:00:00Z Moreno Badás, Alicia García Terceño, Eva María https://hdl.handle.net/10259/11448 2026-02-27T01:05:57Z 2024-12-01T00:00:00Z

Educación inclusiva: propuesta didáctica STEAM integrada para alumnado de Educación Primaria centrada en el aprendizaje de las figuras planas Moreno Badás, Alicia; García Terceño, Eva María En este artículo se presenta una propuesta didáctica basada en investigaciones previas sobre educación inclusiva, didáctica de la matemática y educación STEAM integrada, en la que los saberes propios de las cinco disciplinas que componen el acrónimo (Ciencia, Tecnología, Ingeniería, Artes y Matemática), se integran para dar respuesta a una situación-problema: la construcción de la maqueta de un parque de atracciones geométrico. La matemática adopta un papel dominante sobre el resto de las áreas de conocimiento, cuyo planteamiento didáctico trata de superar los abordajes memorísticos y descontextualizados de la geometría, basados en la clasificación y medición aislada de figuras. En este proceso se apuesta por la variabilidad de experiencias de aprendizaje en las que se prioriza la incorporación de actividades basadas en la participación del alumnado a través de la manipulación, la experimentación, el diálogo y la interacción interpersonal y con el entorno. Las actividades que integran esta propuesta son susceptibles de acoger alternativas multinivel que faciliten personalizar el aprendizaje al ajustarse a los ritmos, capacidades y potencialidades del alumnado.

2024-12-01T00:00:00Z