Girls, Boys, and Bots: Gender Differences in Young Children's Performance on Robotics and Programming Tasks

Autor/inn/en	Sullivan, Amanda; Bers, Marina Umaschi
Titel	Girls, Boys, and Bots: Gender Differences in Young Children's Performance on Robotics and Programming Tasks
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 15 (2016), S.145-165 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Early Childhood Education; Kindergarten; Grade 1; Grade 2; Young Children; Gender Differences; Robotics; Programming; Computer Science Education; Computer Uses in Education; Computer Literacy; Pilot Projects; Developmentally Appropriate Practices; Interviews; Gender Bias; Academic Achievement; Student Attitudes; Computer Attitudes; STEM Education; Sex Stereotypes; Problem Solving; Statistical Analysis; Mastery Learning; Knowledge Level; Qualitative Research; Massachusetts + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Frühe Kindheit; Geschlechterkonflikt; Robotertechnik; Programmierung; Computer science lessons; Informatikunterricht; Computernutzung; Computerkenntnisse; Pilot project; Modellversuch; Pilotprojekt; Entwicklungsbezogene Bildung; Interviewing; Interviewtechnik; Geschlechterstereotyp; Schulleistung; Schülerverhalten; STEM; Problemlösen; Statistische Analyse; Wissensbasis; Qualitative Forschung; Master-Studiengang
Abstract	Prior work demonstrates the importance of introducing young children to programming and engineering content before gender stereotypes are fully developed and ingrained in later years. However, very little research on gender and early childhood technology interventions exist. This pilot study looks at N = 45 children in kindergarten through second grade who completed an eight-week robotics and programming curriculum using the KIWI robotics kit. KIWI is a developmentally appropriate robotics construction set specifically designed for use with children ages 4 to 7 years old. Qualitative pre-interviews were administered to determine whether participating children had any gender-biased attitudes toward robotics and other engineering tools prior to using KIWI in their classrooms. Post-tests were administered upon completion of the curriculum to determine if any gender differences in achievement were present. Results showed that young children were beginning to form opinions about which technologies and tools would be better suited for boys and girls. While there were no significant differences between boys and girls on the robotics and simple programming tasks, boys performed significantly better than girls on the advanced programming tasks such as, using repeat loops with sensor parameters. Implications for the design of new technological tools and curriculum that are appealing to boys and girls are discussed. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEIIP/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01