PUBLICATIONS

Our research on educational robotics has focused on devising and testing various professional development (PD) settings, given the abundance of studies centered on students. The potential of educational robotics has already been demonstrated empirically. We believe the next step is to support teachers through well-designed PD programs. Sustainable integration of robotics into education requires empowering teachers as well as learners.

Despite ongoing efforts, there remains a need to develop a framework for problem-solving strategies within robotics PD courses. We devised and utilized such a framework in the following paper:

Scaffolding Pre-service Science Teachers' Problem-Solving Strategies in a Methane Gas Detector Task Within an Earthquake-Robotics PD Course

Publication 1

https://link.springer.com/article/10.1007/s10956-024-10124-w

In another paper, we introduced an alternative approach for teaching robotics to educators, called the Modified P3 Task Taxonomy, and examined its effects on teachers' STEM content knowledge.

Examining the Impact of Modified P3 Task Taxonomy-Enriched Educational Robotics PD Program on Teachers' STEM Content Knowledge

Publication 2

https://link.springer.com/article/10.1007/s10763-024-10475-1