The Effect of Robotics Education on Teachers’ Tendencies to Critical Thinking and to Support Critical Thinking

Authors

  • Hasan BALCI Author
  • Feray UĞUR ERDOĞMUŞ Author

Abstract

The purpose of this study is to investigate the effect of educational robotics practices on teachers' tendency to critical thinking and to support critical thinking and to identify public school teachers’ views on this topic. This is an embedded design study. In the quantitative part of the research, a quasi-experimental research was conducted, and qualitative data was collected to support quantitative data. The study group consisted of 64 teachers who work in public schools affiliated to the Ministry of National Education (MoNE) in Amasya in the spring term of 2018-2019 and have not received educational robotics practices before. The data collection tools were the "Critical Thinking Disposition (CTD)" and "Critical Thinking Supportive Teacher Behaviors Inventory (CTSTBI)" scales prepared according to the 5-point Likert type. In addition, a semistructured interview form has been prepared to collect qualitative data. According to the results, educational robotics practices did not have a significant effect on teachers' critical thinking dispositions and their critical thinking supportive behaviors. However, they thought that it had positive effects on their critical thinking dispositions and their critical thinking supportive behaviors. In addition, it has been revealed that teachers consider it important for students' critical thinking disposition to avoid raising monotonous individuals in schools, not to hinder children's imaginations, and to produce solutions by looking at existing problems from different perspectives. Finally, they stated that for effective educational robotics practices of teachers, the environment to be trained should be in a large environment and the materials to be used in education should be in sufficient number.

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Published

2024-12-01

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Section

Articles

How to Cite

The Effect of Robotics Education on Teachers’ Tendencies to Critical Thinking and to Support Critical Thinking. (2024). Journal of Computer Education, 1(1). https://www.journalofcomputereducation.info/ojs/index.php/jce/article/view/6