在科学博物馆的两小时研讨会后,编程自我效能的性别差异缩小了.
Geneviève Allaire-Duquette1, Pierre Chastenay1, Thérèse Bouffard2
1Département de didactique, Université du Québec à Montréal, C.P. 8888, Succ. Centre-Ville, Montréal, QC H3C 3P8 Canada.
Canadian journal of science, mathematics and technology education = Revue canadienne de l'enseignement des sciences, des mathematiques et de la technologie
|April 16, 2024
概括
在科学博物馆举办有吸引力的实践编程研讨会,可以有效地提高女孩对计算机科学的自我效能信念. 这些活动有助于缩小性别差距的编程信心,即使在短时间内.
科学领域:
- 计算机科学教育计算机科学教育
- 在STEM教育研究研究中.
- 人与计算机的交互
背景情况:
- 与男孩相比,女孩们往往表现出较低的自我效能信念,并认为计算机科学中的自然能力较低.
- 手动编程活动,特别是那些提供掌握经验的活动,对于提高编程自我效能至关重要.
- 基于博物馆的编程研讨会,尽管存在潜在的局限性,如短时间和性别刻板印象,但可以作为有价值的学习环境.
研究的目的:
- 调查博物馆入门机器人编程研讨会对学生对编程的自我效能信念的影响.
- 具体研究这样的研讨会如何影响女孩的自我效能信念,并将其与男孩的经验进行比较.
- 测试关于自我效能中事先存在的性别差异的假设,以及研讨会减轻这些差异的潜力.
主要方法:
- 一项涉及172名10-14岁学生 (94名女生) 的定量研究.
- 参与者在2小时的机器人编程研讨会之前和之后完成了编程熟体验问卷.
- 分析的重点是自我效能信念的变化,特别强调基于性别的比较.
主要成果:
- 观察到最初的性别差异在编程的自我有效性,与女孩报告较低的信念比男孩.
- 研讨会结束后,女孩和男孩都显示了自我效能编程的增加.
- 2小时的博物馆研讨会有效地缩小了,在某些情况下,消除了观察到的性别差异在编程的自我有效性.
结论:
- 科学博物馆的入门编程研讨会可以有效地提高所有学生的编程自我效能.
- 这些研讨会展示了减少计算机科学自我有效性方面的性别差异的潜力,挑战了最初的刻板印象.
- 提供可访问,引人入胜的编程体验是培养女孩对计算机科学更大的信心和参与的可行策略.
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