Akademik Veri Yönetim Sistemi
Research in Science and Technological Education, 2026 (SSCI, Scopus)
Background: The growing interest in educational robotics has led to increased research. Understanding the effects of robotic applications can improve teacher education. This study investigates the impact of robotic STEM applications on pre-service science teachers’ achievement, interest, performance, and views on STEM teacher identity using a mixed-methods approach. Result: The research found significant differences in achievement between pre-service teachers in robotic and non-robotic groups. The robotic group showed significant improvement in electrical circuit application performance, while the non-robotic group did not. Interest scores also favored the robotics group. Notably, pre-service teachers in the robotic group perceived STEM and science teachers as distinct, while those in the non-robotic group saw some differences. Additionally, the robotic group preferred to identify as STEM teachers, whereas the non-robotic group preferred science teachers. Conclusions: This study’s findings suggest that robotic STEM applications have positive effects on teacher candidates’ success, performance, and interest. It also provides a perspective on the role of robotic applications in the development of STEM teacher identity.