Formation of steam competence through educational robotics in future primary school teachers
DOI:
https://doi.org/10.31652/3041-2439-2026-5-13Keywords:
STEAM competence, components of STEAM competence, levels of STEAM competence formation, STEAM education, educational roboticsAbstract
The article addresses the problem of developing STEAM competence in pre-service primary school teachers in the process of professional training and substantiates the feasibility of using educational robotics as an effective tool for implementing STEAM education. The relevance of the study is determined by the need to prepare teachers who are capable of integrating natural sciences, mathematics, technology, and engineering knowledge into the educational process of primary school while taking into account the age characteristics of learners. STEAM competence of teachers is considered as an integrative concept that includes motivational-volitional, cognitive, activity-research, and social-communicative components, which are universal for teachers of different educational fields and at the same time relevant to the professional activity of primary school teachers. Based on the identified components and criteria, a diagnostic toolkit was developed to assess the level of STEAM competence formation. Within the study, the results of a questionnaire survey of 30 bachelor’s degree students of the educational programme «Primary Education» were analysed. The participants studied an educational component that included topics related to educational robotics. A level-based model for assessing the formation of STEAM competence (initial, intermediate, sufficient, and high levels) was proposed, and both quantitative and qualitative analyses of the results for each component were carried out. The findings indicate that the majority of pre-service primary school teachers achieved intermediate and sufficient levels of STEAM competence formation. The highest indicators were recorded for the motivational-volitional and social-communicative components, while the cognitive and activity-research components require further development. The obtained results confirm the effectiveness of using educational robotics in developing STEAM competence in pre-service primary school teachers and can be applied to improve the working programmes of educational components and the professional training of future STEM educators.References
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