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Paula2019.Pdf This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. The Impact of Educational Robotics on Interest towards Technology Careers and Technology Skills in Brazilian Primary and Secondary School Students – a Longitudinal Case Study Approach Eder Coelho Paula Doctor of Philosophy The University of Edinburgh 2018 i ABSTRACT The study investigated the development of interest towards technology careers and the development of technology skills stemming from the participation in Educational Robotics (ER) approaches in the Brazilian education context. The main research question which guided the investigation is: to what extent does the participation in ER within educational settings influence young learners’ interest in technology careers? The following subsidiary questions were addressed in order to explore the theoretical underpinnings informing the investigation: (1) to what extent does participation in ER within educational settings provide young learners with relevant technological skills?; (2) which learning experiences are more effective nurturing career interest in technology?; (3) to what extent does taking part in ER change students’ previously intended career choices?; (4) what kinds of barriers and supports have been found during the study and how they interacted facilitating or hindering career interest?; and (5) does the participation in ER within educational settings play a role in young learners’ development of a broader vision of the labour market? The research design was informed by a longitudinal qualitative case study approach. Three educational settings (Primary and Secondary Schools that implemented full- time education using ER approaches) were part of the investigation. Online journals, analysis of documents (including ER curricula and ER projects developed by the participants), semi-structured interviews with young learners, teachers and volunteers, participant observation and researcher’s field notes were used as data gathering methods to understand better the phenomenon. Analysis was conducted using the Social Cognitive Career Theory (SCCT) as the theoretical framework used to understand the process of development of participants’ interest towards technology careers. The findings revealed that almost all the participants developed such career and/or academic interest towards technology to a certain extent. Notably, the teachers’ role as a determinant factor in helping nurture interest towards technology is discussed. Contextual factors capable of blocking and supporting the development of career interest towards technology in the Brazilian education context are also examined. Study findings were aligned with previous investigations that indicated limitations in terms of learning and attitudinal changes depending on the type of ER approach used. The present study contributes to the existing literature on the impact of ER on career interest in technology and the development of technology skills by investigating the notions of self-efficacy, outcome expectations, choice goals and interests which are being nurtured by Brazilian educational settings offering ER afterschool activities. This thesis recommends the review of ER curricula to help minimise barriers in the development of interest towards technology careers. It also recommends the adoption of multi-approach curricula by educational settings interested in developing educational robotics activities (afterschool or curriculum-integrated). It also proposes a classification to the degree of career interest developed as a result of the participation in ER approaches based on the specificities of the Brazilian education context and inspired by the SCCT. ii The study was able to provide an in-depth view of the extent to which interest towards technology was developed in young learners from the three case studies. Future research is necessary to address the long-term impact of educational robotics in career decisions after Secondary School students have graduated. It is also recommended that surveys are used in different Brazilian States to understand regional differences in factors of support and barriers that might affect the development of career interest towards technology. New studies that could encompass the specific factors contributing to the development of interest towards technology would contribute to the research on the field. iii RESUMO O presente estudo investiga o desenvolvimento do interesse em carreiras tecnológicas e habilidades tecnológicas a partir da participação de abordagens de Robótica Educacional (RE) no contexto brasileiro. A principal questão norteadora que guiou esta investigação foi a seguinte: até que ponto a participação em RE, dentro de contextos educacionais, influencia o interesse em carreiras nas áreas tecnológicas por parte dos jovens estudantes? As seguintes questões secundárias também foram relevantes para explorar os construtos teóricos que informaram a investigação: (1) até que ponto a participação em RE, dentro de contextos educacionais, proporciona os jovens estudantes com habilidades tecnológicas?; (2) quais experiências de aprendizado são mais eficazes em estimular o interesse em carreiras tecnológicas?; (3) até que ponto a participação em RE influencia a decisão dos estudantes em considerar uma carreira tecnológica?; (4) quais tipos de obstáculos e suportes foram encontrados durante o estudo e como eles interagem com o desenvolvimento de interesse relacionado à tecnologia, dificultando ou facilitando o interesse em uma carreira na área?; e (5) a participação em RE amplia os prospectos profissionais de jovens estudantes no mercado de trabalho? Esta pesquisa foi informada pela abordagem de estudo de caso qualitativo longitudinal. Três contextos educacionais de Ensino Fundamental e Médio que implementaram educação de tempo integral usando abordagens de RE serviram de contextos para esta investigação. Os seguintes métodos foram utilizados para a coleta de dado: (a) diários online (Blogs); (b) análise de documentos; (c) entrevistas semiestruturadas com jovens estudantes, professores e voluntários; (d) observação participativa; e (e) diário de bordo. A Teoria Social Cognitiva de Carreira (TSCC) foi usada como quadro teórico no qual o processo de análise foi baseado para entender o processo de desenvolvimento do interesse dos participantes em carreiras tecnológicas. Os achados revelaram que aproximadamente todos os participantes desenvolveram interesse em carreiras tecnológicas de alguma forma. O papel dos professores como um fator que estimulou o interesse em tecnologia é discutido, bem como os fatores contextuais que são capazes de interromper ou encorajar tal interesse. Tais achados estão de acordo com aqueles de estudos prévios que indicaram limitações em relação ao aprendizado e às mudanças atitudinais dependendo da abordagem de RE selecionada. O presente estudo contribui com a literatura existente sobre o impacto da RE no interesse em carreiras tecnológicas e no desenvolvimento de habilidades tecnológicas a partir da investigação de noções de (a) autoeficácia; (b) expectativas de resultados; e (c) objetivos e interesses de escolha que são estimulados em contextos educacionais brasileiros onde RE é oferecida como uma atividade em turno inverso. Esta tese recomenda a revisão de currículos de RE para que barreiras no desenvolvimento de interesse em carreiras tecnológicas sejam minimizadas. O uso de currículos de abordagens múltiplas é iv sugerido para os contextos educacionais onde atividades de RE são desenvolvidas (seja no turno inverso ou integradas ao currículo regular). Uma classificação, baseada em especificidades contextuais e na TSCC, é proposta para identificar o nível de interesse em carreira que pode resultar da participação em abordagens de RE. O estudo foi capaz de oferecer uma visão aprofundada da extensão do desenvolvimento de interesse em tecnologia nos jovens estudantes que participaram dos três estudos de caso. Estudos futuros são necessários para investigar questões relacionadas ao impacto a longo prazo da RE nas decisões acerca de carreira de estudantes do Ensino Médio. Recomenda-se, também, o uso de questionários para que se possa entender o impacto das diferenças regionais entre os estados brasileiros no desenvolvimento de interesse em carreiras tecnológicas. Novos estudos incluindo fatores específicos que contribuam para o desenvolvimento de interesse em tecnologia contribuiriam para esse campo de pesquisa. v DECLARATION I declare that the work presented in this document is the original work of the author and that it has not been submitted for any other degree or professional qualification. Eder Coelho Paula Date: 08/04/2019 vi vii ACKNOWLEDGEMENTS This work would not have been possible without the financial
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