Chais2025_Heb_and_Eng-web

44 E Teaching STEM with Educational Robotics: Competencies and Professional Development (Short paper) Introduction Educational robotics has proven to be a powerful tool in classrooms, allowing teachers to create interactive and engaging lessons through hands-on, interdisciplinary learning. By linking STEM concepts to real-world applications, robotics encourages active student participation and engagement. Studies show that students who participate in robotics activities gain a deeper understanding of scientific concepts, develop a greater interest in STEM subjects, and develop essential 21st century skills that are critical for future success in STEM subjects (Addido, Borowczak, and Walwema 2023; Cuperman and Verner 2019). Teachers play a central role in the successful introduction of robotics into the classroom, as their beliefs and attitudes towards technology significantly influence their integration. While some teachers see robotics as a valuable tool for facilitating learning and developing basic skills, others see it as resource-intensive and difficult to implement. These differences in attitudes are not necessarily age- or gender-specific but are often due to perceived skill gaps and practical challenges in integrating robotics into existing classroom practices (Khanlari 2016; Rahman, Krishnan, and Kapila 2017). Targeted Professional Development (PD) is essential to address these challenges. Such programs should provide teachers with both technical and pedagogical skills, boosting their confidence, increasing self-efficacy, and reducing anxiety about integrating robotics. This can lead to more effective and sustainable use of robotics in STEM education. This study investigates the competencies required for teaching robotics in STEM education and assesses how a Task-Centered (Merrill 2007) PD, which emphasizes complex learning through direct instruction within the framework of real-world task progression, influences teachers’ abilities and attitudes. Methodology Participants Five Israeli male experts and five experienced teachers (one female, four males) were interviewed in 2021 about the competencies needed to teach robotics. Additionally, 55 teachers (22 females, 33 males), with 35 (~64%) having prior robotics experience, completed a questionnaire on competencies for teaching STEM with robotics. Next, sixteen Israeli Arab middle school teachers (mean age = 39, SD = 6.5; 10 females, 6 males, average seniority = 15 years, SD = 6.5) participated in a 30-hour PD during 2021 - 2022. Six taught computer science and mathematics, while ten taught science. Eleven (~69%) had no prior robotics experience. The participants signed a consent form approved by the Institutional Ethical Committee. Research Tools The study employed a mixed-methods participatory approach (Creswell 2003), combining quantitative and qualitative research methods: Interviews . Semi-structured interviews were conducted with experts and experienced teachers to validate the competencies needed to teach robotics.