Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education

The development of robotics courses for young children under vector space model

Robotics education is important in training children's thinking, practical, and innovation abilities. It is significant to stimulate children's interest in learning and improve their learning quality. The existing research has not paid attention to the application of robotics education in children. It is necessary to stimulate children's interest in learning. This paper will take senior kindergarten students as the research object. It analyzes the application of the Vector Space Model (VSM) in robotics course development. The research and development of children's robotics courses incorporating Artificial Intelligence technology are based on the survey results of robotics courses offered by 38 kindergartens in Baoji City. An automatic document classification system based on VSM is designed to assist in compiling robotics teaching textbooks. Finally, the system performance is tested. The results show that about 24% of kindergartens offer robotics courses, and 76% do not. Besides, 70.14% of teachers support the establishment of children's robotics courses. The classification effect of the VSM system is better than that of Chinese documents. This system performs better than the automatic document classification system based on Term Frequency-Inverse Document Frequency. Its classification accuracy, recall, and F1 value are all above 85%. The development of the robotics course provides a better teaching environment for teaching young children about AI and robots. The robotics education discussed in this paper is a hot spot in the current curriculum reform and is of great significance to the development and innovation in early childhood education.

Effects of robot-assisted digital storytelling on hospitalized children's communication during the COVID-19 pandemic

This study proposed a robot-assisted digital storytelling approach to reduce hospitalized children's anxiety about intravenous injections and to improve their therapeutic communication and therapeutic engagement. In order to verify the effectiveness of the robot-assisted digital storytelling approach, a randomized controlled study was implemented. A total of 47 children from a regional hospital were randomly assigned to an experimental group (n = 21) and a control group (n = 26). The experimental group adopted the robot-assisted digital storytelling approach in health education for intravenous injections, while the control group received video-based health education. The study results indicated that the proposed robot-assisted digital storytelling approach not only reduced the children's anxiety, but also had positive effects on children's communication about intravenous injections, emotions during hospitalization, and therapeutic engagement. As a consequence, it is suggested that educators and researchers consider adopting robot-assisted digital storytelling to facilitate nursing clinical health education for children.

Preschool teachers' STEM pedagogical content knowledge: A comparative study of teachers in Greece and Turkey

This study compares the STEM Pedagogical Content Knowledge of Greek and Turkish preschool teachers. The present research is a comparative descriptive study that aims to determine the STEM Pedagogical Content Knowledge of preschool teachers from Greece and Turkey. A descriptive survey model, a method used in quantitative research, was used as this study's primary research method. The STEM Pedagogical Content Knowledge Scale (STEMPCK) was used in this study. Six hundred sixty-nine preschool teachers - 104 Greek and 565 Turkish teachers - participated in this study. The STEMPCK Scale's construct validity and reliability were tested using this study's data set, which was found to be both valid and reliable. No significant difference was found between the STEMPCK scores of Greek and Turkish preschool teachers. The significant differentiation of STEMPCK scores based on whether the teachers had received any STEM training is discussed in light of the relevant literature. This study determines and compares STEMPCK among preschool teachers from disparate countries such as Greece and Turkey and is expected to contribute to the literature.

Scientific information literacy, attitude and persuasiveness in decision making among Nigerian university students

Acceptance and and use of scientific findings have been reported to face challenges that are attributable to inadequacies of science and/or society’s inadequate scientific literacy and attitude. In view of the dearth of studies on these issues in Nigeria, this study explored the levels and variations in the scientific literacy, attitude to science, and persuasiveness of scientific compared to cultural knowledge in some personal decision making contexts of postgraduate students in a Nigerian university. The study collected data through a designed and validated questionnaire administered on 315 postgraduate students in the University of Ibadan, Nigeria. Findings among others are that attitude to science was very highly positive, religious information had slightly stronger persuasiveness in decision making for the students than scientific information, and much more than cultural information. Knowledge of scientific methodology, and critical thinking behavior have positive influence on students’ persuasiveness of science while cultural belief has negative predictive influence on their persuasiveness of science. The study concludes, amongst others, that students’ attitude to science and their persuasiveness of science can be influenced by their levels of knowledge of science methodology and cultural belief, though in an opposing manner. This implies that publics’ understandanding of the persuasiveness of science could be improved by variations in their levels of knowledge of science methodology and cultural belief, amongst other variables. The study therefore, recommends that scientists should begin to communicate science methods to the public through public-friendly and informal means while also subjecting some of the cultural beliefs to scientific tests and communicating their outcomes to the public.

Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles

The introduction of STEM education, and specifically the implementation of educational robotics (ER), has drawn researchers’ attention and has shown that teachers play a crucial role in leading this innovation. The present study concerns in-service and pre-service early childhood teachers, focusing on their perceptions and attitudes about ER use in daily teaching practice. The data were collected via a questionnaire (N = 201) and explored using latent class analysis, which detected distinct clusters/profiles of participants based on their pattern of responses. Two clusters were identified: Cluster1 was relatively homogeneous, including those who share a positive attitude towards ER, while Cluster2 was heterogeneous, comprising participants with inconsistent responses and expressing negative and skeptical thinking. The cluster memberships were associated with external covariates, such as age, years of teaching experience, and variables measuring their technological competencies. The results showed that teaching experience and age were negatively associated with cluster1-membership, while educational robotics knowledge was positively associated. The findings are interpretable, and the implications for education are discussed considering the current literature.

Harnessing the Potential of Storytelling and Mobile Technology in Intangible Cultural Heritage: A Case Study in Early Childhood Education in Sustainability

Digital storytelling can offer multiple benefits both to students and teachers, and new media provide multimodal ways to produce, transmit and communicate stories. In parallel, the need to engage preschool children with the creative use of technology emerges in order to address concerns that arise from the modern way of life and the need to safeguard intangible cultural heritage and to communicate its value for sustainable development. The current study presents an example of digital storytelling utilization in a preschool class to raise awareness on sustainability issues. A linear digital storytelling was created, representing a local myth about watermills, then an educational intervention was conducted, where the myth’s digital representation was used as an educational tool to raise awareness on local cultural heritage and sustainability issues and also as an example to inspire and guide teachers and students to create their own stories. Results showed that the digital storytelling was an effective educational tool to the acquisition of new knowledge and the motivation of preschool children’s interest about the cultural asset of watermills and that the production of digital storytelling is feasible in the class context. These findings prove the potential of digital storytelling and mobile technology by using low-cost devices and applying simple techniques in preschool education.

Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

The rapid development of technologies such as tablet PCs and 4G/5G networks has further enhanced the benefits of mobile learning. Although mobile devices are convenient and provide a variety of learning benefits, they are unable to improve students’ learning outcomes without an appropriate learning strategy. Furthermore, little research has been conducted to examine the effects of using collaborative learning on mobile devices. This study proposed a cooperative learning framework using Google Docs to explore the learning outcomes of students of natural science in an elementary curriculum. The study was of a quasi-experimental design with an experimental group (cooperative learning) and a control group (personal learning). The results show that a cooperative learning approach using Google Docs improved learning outcomes, teaching interest, and understanding of campus plants, and reduced cognitive load. One conclusion of the study is that the collaborative learning approach associated with mobile learning is more effective than personal learning. In addition, this paper also provides brief recommendations to expand on the study’s limitations. Future work should investigate the impact of collaborative learning on different environments for mobile learning.

Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children

During the last decade, there has been an explosive increase in the number of mobile apps that are called educational and target children aged three to six. Research has shown that only a few of them have been created taking into consideration young children’s development and learning processes. The key question that emerges is how parents, custodians, or teachers can choose appropriate, high-quality educational apps. Literature has presented limited assessment tools based on advanced statistical procedures, which allow one to address validity and reliability issues. This study investigates the dimensions of using and operating educational apps for kids and presents a thirteen-item assessment instrument along with its psychometric properties. Data (N = 218) were collected via an electronic questionnaire from pre-service teachers of preschool education. Principal Component Analysis (PCA) with Varimax rotation was used to investigate the underlying dimensions. The resulting structure included four factors, namely: Usability, Efficiency, Parental Control, and Security. PCA supported the factorial validity of the instrument, while the reliability measures of Cronbach’s alpha for the four dimensions were satisfactory. Finally, a lucid discussion on the findings is provided.