Effects of Designing LEGO Robotics Instructional Practices on The Prospective Science Teachers’ Resistive Behaviors Towards Technology Supported Instruction

The study was conducted to determine the effects of designing LEGO robotics instructional practices (LRIP) on the prospective science teachers’ resistive behaviors towards technology supported instruction (TSI) and their views on these instructions. Mixed method research was used. The study group was selected taking into account the criteria of one of the purposive sampling methods. The study group was made by 18 prospective teachers trained in the Science Education Department. The data were gathered with the help of data collection tools such as the resistive behavior scale and the questionnaire on resistance towards TSI. Data were collected using data collection tools such as a questionnaire on resistive behavior scale and resistance to TSI. Quantitative data were analyzed by t-test for dependent samples using SPSS, and qualitative data were analyzed by inductive content analysis method using Nvivo. Findings indicated that participants who designed LRIP participated more voluntarily in the TSI. Moreover, it was inferred from qualitative data that LRIP led to overcome the prospective science teachers’ resistive behaviors to TSI. As a result of the study, it can be said that the prospective science teachers had positive opinions and perceptions on TSI after their experience of designing LRIP and integrated into the learning and teaching process.