Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool-results from the botSTEM project

The study investigates how Spanish and Swedish kindergarten teachers experience teaching in STEM subjects (science, technology, engineering and mathematics) and robotics in kindergarten, as part of the botSTEM project. The researchers map kindergarten teachers’ self-confidence in teaching these subjects, both before and after the implementation of the project’s activities. The research question is: How can kindergarten teachers’ self-confidence in STEM subjects and their experiences of STEM teaching supported by robotics be described after implementation of botSTEM practices?

The results indicate that the botSTEM project led to increased self-confidence among kindergarten teachers in the teaching of STEM and robotics. Kindergarten teachers reported improvements in children’s knowledge and interest in STEM subjects, especially in problem-solving and digital skills through robotics. Structural and technical challenges, such as limited time and equipment, were reported as obstacles. Nevertheless, the researchers behind the study believe that the project promoted academic development and had a positive impact on the children’s learning, especially for children with special needs, and contributed to increased interaction and engagement.

The data were collected through questionnaires and focus group interviews with kindergarten teachers in Spain and Sweden. The kindergarten teachers reflected on their experiences before and after implementing STEM activities supported by robotics. Data collection took place over a period of three years. The participants were 21 kindergarten teachers from five kindergartens in Sweden and three kindergartens in Spain.

Fridberg, M., Redfors, A., Greca, I. M., & Terceño, E. M. G. (2023). Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool-results from the botSTEM project. International Journal of Technology and Design Education, 33(1), 1–21.

Online year: 2022

Issue year: 2023

Review year: 2022