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  • Using Activity Theory to Investigate the Influence of Teachers' Beliefs upon their Teaching of Science through Robotics

    Author(s)
    S. Ginns, Ian
    J. McRobbie, Campbell
    J. Norton, Stephen
    Griffith University Author(s)
    Norton, Stephen J.
    Year published
    2004
    Metadata
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    Abstract
    Emerging curriculum documents are recommending an integrated problem based approach to the teaching of science and technology practice. The construction of robots has been identified as rich in science and thus it is a medium through which science can be learnt. However, little research has focused upon teacher implementation of robotic learning and in particular upon the effect of teacher beliefs upon student learning in this environment. This study used the analytical frame of activity theory to explore the effect of teacher beliefs on how they implement a robotics unit for the first time with middle school students. ...
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    Emerging curriculum documents are recommending an integrated problem based approach to the teaching of science and technology practice. The construction of robots has been identified as rich in science and thus it is a medium through which science can be learnt. However, little research has focused upon teacher implementation of robotic learning and in particular upon the effect of teacher beliefs upon student learning in this environment. This study used the analytical frame of activity theory to explore the effect of teacher beliefs on how they implement a robotics unit for the first time with middle school students. It was found that the science remained implicit. Further, each teacher enacted different rules and assigned different divisions of labour such that student use of tools and learning was quite different in the two classes. The findings have implications for pre and in - service professional development as well as integrated unit planning.
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    Conference Title
    Research, Reform, Realise the Potential!: Proceedings of the Australian Computers in Education Conference 2004
    Publisher URI
    https://acce.edu.au/
    Publication URI
    http://hdl.handle.net/10072/32505
    Collection
    • Conference outputs

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