Science Teachers' Views on the Contributions of Robotics Coding Education to Scientific Reasoning and Problem-Solving Skills
Contributions of Robotics Coding Education to Scientific Reasoning and Problem-Solving Skills
Abstract
This study aimed to examine science teachers’ views on the contributions of robotics coding education to scientific reasoning and problem-solving skills. The study was conducted using a basic qualitative research design. The participants were 19 science teachers who had received robotics coding training. Data were collected via e-mail using a researcher-developed semi-structured written interview form consisting of eight open-ended questions and analyzed through inductive content analysis. The findings showed that teachers perceived robotics coding as supporting scientific observation, hypothesis generation, scientific interpretation, causal reasoning, evidence use, and scientific thinking. Regarding problem-solving, developing alternative solutions, learning from errors, creating prototypes, and algorithmic thinking emerged as the main contributions. Teachers also reported that robotics coding promoted analytical and creative thinking, technological literacy, productivity, collaboration, active participation, and meaningful and lasting learning. However, insufficient materials, inadequate technological infrastructure, hardware failures, limited instructional time, crowded classrooms, and differences in students’ motivation and readiness were identified as major implementation challenges. Participants recommended strengthening technological infrastructure, expanding in-service teacher training, organizing the process in a planned and progressive manner, and incorporating more real-life problems, project-based activities, and group work. Overall, the findings suggest that robotics coding can serve as an effective learning environment for supporting scientific reasoning and problem-solving skills when it is accompanied by appropriate pedagogical planning, sufficient technical resources, and sustained teacher support.
Keywords: Robotics coding, science education, teachers’ views, scientific reasoning, problem-solving.
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