Chais2025_Heb_and_Eng-web

Doaa Saad, Igor Verner, Rinat B. Rosenberg-Kima 45E Questionnaires . Teachers completed pre- and post-program questionnaires that measured self- efficacy (Saad, Verner, and Rosenberg-Kima 2023), anxiety levels (Mallik, Rajguru, and Kapila 2018), and attitudes toward robotics integration (Franklin 2016; Khanlari 2016; Musić et al. 2020; Saad et al. 2023). A Task-Centered PD A Task-Centered PD "STEM Education with Robotics Activities" was designed to foster STEM teachers’ needed competencies to develop and implement robotics activities in their classrooms. The program consisted of ten 3-hour sessions (30 hours total) and followed the Task-Centered Instructional Strategy (Merrill 2007). The program included three tasks, all of which involved technological, pedagogical, and scientific knowledge (Mishra and Koehler 2006; You, Chacko, and Kapila 2021) (see Figure 1): Figure 1. Outline of the program. Findings This study provided insights into the competencies necessary for robotics integration in STEM education and the impact of the Task-Centered PD on teachers’ self-efficacy, anxiety, and attitudes. Competencies for Robotics Integration The first phase of this study identified 23 key competencies required for integrating robotics into STEM education. These competencies were derived from a literature review, expert validation, and teacher questionnaires. Factor analysis revealed three core competency areas: (1) 21st-century skills, (2) scientific-technological content knowledge, which includes both technological- pedagogical content knowledge and technological content knowledge, and (3) non-scientific technological knowledge, which encompasses both technological-pedagogical knowledge and technological-pedagogical content knowledge (see Table 1).