RT info:eu-repo/semantics/article
T1 Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool – results from the botSTEM project
A1 Fridberg, Marie
A1 Redfors, Andreas
A1 Greca Dufranc, Ileana María
A1 García Terceño, Eva María
K1 STEM
K1 Robotics
K1 Preschool teachers
K1 Professional development
K1 Self-efficacy
K1 Educación
K1 Education
K1 Didáctica
K1 Teaching
AB 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.
PB Springer
SN 0957-7572
YR 2022
FD 2022-01
LK https://hdl.handle.net/10259/11449
UL https://hdl.handle.net/10259/11449
LA eng
NO Open access funding provided by Kristianstad University. ERASMUS + 2017–1-ES01-KA201-038204, co-funding Kristianstad University and University of Burgos.
DS Repositorio Institucional de la Universidad de Burgos
RD 11-may-2026