Educational robotics and computational thinking in STEAM: Exploring teacher perception

Abstract

Learning to program is regarded as the new literacy of the 21st century, which is why the educational robotics and computational thinking are gaining increasing prominence in the classroom. This study, based on a mixed, non-experimental, cross-sectional design and supported by descriptive and content analysis, delves into the use and knowledge of educational robotics and computational thinking among Galician teachers in public schools. Data collection was carried out throught a validated questionnaire (α = 0.958), and the analysis was conducted using SPSS 15.0 and MAXQDA 22 software. The results show that only 30% of the teachers implement specific activities involving necessary resources. Furthermore, 89% consider computational thinking to be a key skill for pupils, and 77% express a need for more specialized training, highlighting the importance of both initial and continuing professional development. It is concluded that teachers perceive the pedagogical use of robotics positively, as it offers educational opportunities to tackle the challenges of today's society. However, the provision of infrastructures and resources in schools does not in itself guarantee the effective use of these technologies as transforming tools.