Robotics Coding from the Perspective of Science Teachers

Abstract

This study aims to determine the opinions of science teachers on robotics coding, which is one of the prominent applications in recent times and is expected to be integrated into education. The research was designed as a case study, one of the qualitative research methods. The study group of the research consists of 12 science teachers. Semi-structured interviews were conducted with the participating science teachers to determine their opinions on robotics coding, using a semi-structured interview form developed by the researchers. The interview form consists of two sections. The first section includes the demographic characteristics of the teachers. The second section includes open-ended questions aimed at determining the definitions of science teachers regarding robotics coding, the usability of robotics coding in science classes, teachers’ experiences with robotics coding, and their suggestions. The collected data were analyzed using the descriptive analysis method and interpreted according to thematic order. As a result, it can be said that robotics coding applications are usable in science education, play an important role in developing various skills in students, and contribute to efficient and permanent learning in classes. However, it was concluded that support for teachers and students in terms of knowledge and equipment, provision of material support, or resources are necessary for its use in classes.