Abstract:
The study investigated the design of TPACK activities for Grade 2 learners that support the integration of STEAM subjects and develop computational thinking through coding and robotics.
Coding and robotics are relatively new subjects that are taught in schools to help learners to be equipped for the 21st century. Teachers face the challenges of not being able to integrate subjects nor being able to incorporate 21st century and digital skills in the classroom.
A TPACK conceptual framework was developed as a design tool to observe, evaluate and reflect on lessons which integrate STEAM subjects into a single lesson. An action research approach was used across two cycles including four lessons in order to determine whether STEAM subjects could be integrated in a TPACK designed lesson. These lessons integrated STEAM subjects using Bee-Bots through a play-based and project-based approach.
The methodological choice was qualitative as the data gathered was evaluated to determine the meaning and experiences of the participants. The participants included seven learners in Grade 2 in an all-girl private school. The researcher took part in the research as a participatory action research strategy was used. There was an expert reviewer to help ensure the researcher was not biased.
Analysis of the four lessons presented indicate that the TPACK conceptual framework was a meaningful design tool. The learners all improved their coding skills and enjoyed working with the Bee-Bots.
The study shows that utilising Bee-Bots helped to integrate all STEAM subjects in a TPACK designed lesson presented in Grade 2. Six guidelines were developed to help teachers to create their own lessons.
Keywords: Bee-Bots; Coding and Robotics; Computational thinking; STEAM; TPACK; 21st century skills; Digital skills.
