Gender & Diversity

Übertragbarkeit singulärer MINT-Interesse-initiierender außerschulischer Maßnahmen

philipp — Mon, 17 Aug 2020 12:13:16 +0000

Übertragbarkeit singulärer MINT-Interesse-initiierender außerschulischer Maßnahmen philipp Mon, 08/17/2020 - 14:13

Abstract

In diesem Artikel wird die Auswertung einer singulärenInformatik-und Technikinteresse-initiierenden Maßnahme geschildert. Dabei werden als maßgebliche Einflussfaktoren das Selbstkonzept, die Selbsteinschätzung, die Expertise im Umgang mit Technik und die Zukunftsperspektive im Informatik und naturwissenschaftlichen Bereich untersucht.Die Ergebnisse zeigen weder einen alters- noch einen geschlechtsspezifischen Effekt in der Wirkung des Kurses, jedoch erwartungsgemäß
einen signifikanten Unterschied in der geschlechtsbedingten Prädisposition.
Zur Untersuchung, ob erfolgreiche außerschulische mono-edukative Maßnahmen auch in einem ko-edukativen Klassenverband gleiche Ergebnisse erzielen können, haben wir im zweitenSchritt eine kontrollierte Studie mit Schulklassen der Region Aachen durchgeführt. Durch dieseZufallsstichprobe können Alterseffekte oder ein Effekt durch die freiwillige Teilnahme am Kurs minimiert werden.Die Ergebnisse zeigen, dass erfolgreiche mono-edukative Workshop- Konzepte auch in einem ko-edukativen Klassenverband vergleichbar wirken.

Leonhardt, T., Brauner, P., Siebert, J., Schroeder, U.: Übertragbarkeit singulärer MINT-Interesse-initiierender außerschulischer Maßnahmen. In: Thomas, M. (ed.) in INFOS 2011, 14. GI-Fachtagung Informatik und Schule, September 2011. pp. 127–136. Gesellschaft für Informatik, Bonn (2011).

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Didactical approaches to raise interest in STEM & G&D computer science curriculum

Preliminary Findings of a Gender and Diversity Screening at a Technical University: Impressions of the Project “IGaDtools4MINT”

philipp — Mon, 17 Aug 2020 11:24:55 +0000

Preliminary Findings of a Gender and Diversity Screening at a Technical University: Impressions of the Project “IGaDtools4MINT” philipp Mon, 08/17/2020 - 13:24

Abstract

In the paper at hand the project design of “IGaDtools4MINT”, a research project aiming to promote gender and diversity aspects as well as an opening of the faculty culture of computer science, is introduced. A first approximation on the reasons why women tend to study computer science and other MINT/STEM-subjects far less often than men will be given. Moreover, results of an initial survey of first semester students of computer science and impressions of a qualitative participant observation of different introductory courses of computer science at RWTH Aachen University are interpreted and discussed. The results of the evaluation allow for the assumption that efforts for the creation of a gender and diversity friendly environment which is a basic factor for the attraction of non-traditional, diverse students are visible but that these efforts to a large extent lack a coherent strategy and gender and diversity sensitivity to contribute to a sustainable structural and cultural change process within the department of computer science.

Apel, R., Berg, T., Holz, J., Brauner, P., Schroeder, U., Leicht-Scholten, C.: Preliminary Findings of a Gender and Diversity Screening at a Technical University: Impressions of the Project “IGaDtools4MINT” In: Heiß, H.-U., Pepper, P., Schlingloff, H., and Schneider, J. (eds.) Proceedings Informatik 2011 - Informatik schafft Communities 04.-07. Oktober 2011. p. 369. Köllen, Gesellschaft für Informatik (2011).

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Related Project(s):

Didactical approaches to raise interest in STEM & G&D computer science curriculum

The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders

philipp — Mon, 17 Aug 2020 10:51:10 +0000

The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders philipp Mon, 08/17/2020 - 12:51

Abstract

This study compares the effect of using tangible robots to using visual representations for introducing seventh graders (12 to 13 year old) to computer programming. The impact was measured on learning outcome, self-efficacy, class feedback and attitudes towards STEM (science, technology, engeneering and mathematics) topics. Results show that using robots to learn computer program- ming is beneficial, although no overall effect towards STEM topics could be shown. A huge gender gap in regard to subjective technical competence (STC) was found that negatively affected the participants’ performance. We provide approaches to leverage this gap and increase learning outcome and interest in STEM topics.

Brauner, P., Leonhardt, T., Ziefle, M., Schroeder, U.: The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders. In: Hromkovic, J., Královiè, R., and Vahrenhold, J. (eds.) Proceedings of the 4th International Conference on Informatics in Secondary Schools (ISSEP 2010), LNCS 5941. pp. 61–71. Springer-Verlag Berlin Heidelberg, Zurich, Switzerland (2010).

DOI

https://doi.org/10.1007/978-3-642-11376-5_7

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Didactical approaches to raise interest in STEM & G&D computer science curriculum

Konzeption, Entwicklung und Analyse eines greifbaren Turtles in Hinblick auf die Steigerung der Computerselbstwirksamkeit von Schülerinnen und Schülern

philipp — Sun, 16 Aug 2020 09:35:51 +0000

Konzeption, Entwicklung und Analyse eines greifbaren Turtles in Hinblick auf die Steigerung der Computerselbstwirksamkeit von Schülerinnen und Schülern philipp Sun, 08/16/2020 - 11:35

Abstract

This thesis investigates the effect of using a tangible turtle (LEGO Mindstorms robot) in contrast to a visual representation for introducing pupils to computer programming.
Its impact was measured on a newly constructed computer programming self-efficacy scale, class feedback, learning outcome, and attitude towards STEM topics.
Results show that a tangible turtle is indeed useful and increases learning outcome and attitude towards programming, although no overall effect towards STEM topics could be proven. The self-efficacy scale provides some form of validity but will need further refinements.
This work presented here has profound implications for future studies as a huge gender gap in regard to the locus of control when interacting with technology was found that negatively affected the participants performance. Further studies should therefore focus on increasing the locus of control when interacting with technology.

Brauner, P.: Konzeption, Entwicklung und Analyse eines greifbaren Turtles in Hinblick auf die Steigerung der Computerselbstwirksamkeit von Schülerinnen und Schülern, Diplomarbeit, RWTH Aachen (2009).

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Related Project(s):

Didactical approaches to raise interest in STEM & G&D computer science curriculum

Gender Influences On School Students’ Mental Models of Computer Science — A Quantitative Rich Picture Analysis with Sixth Graders

philipp — Wed, 04 Apr 2018 16:23:16 +0000

Gender Influences On School Students’ Mental Models of Computer Science — A Quantitative Rich Picture Analysis with Sixth Graders philipp Wed, 04/04/2018 - 18:23

Abstract

Despite great efforts, women are underrepresented in computer science and other science, technology, engineering, and mathematics disciplines. To understand the root of this we studied 112 high school students (51 female, 61 male) aged between 10 to 13 years. The questionnaire-based survey revealed a significant effect of gender on technical self-efficacy and on interest in computer science. Furthermore, we extracted the students’ mental models by letting them draw computer scientists. A rich picture analysis revealed significant effects of gender on the stereotypicality of the images. The gender gap revealed by this multi-method approach influences students’ career decisions and yields in declining participation of women in STEM. Consequently, future measures must focus on school students at an earlier age. These should be offering a variety of male and female role models and should strengthen the individual’s technical self-efficacy, as it profoundly impacts later career decisions.

Brauner, P., Leonhardt, T., Schroeder, U., Ziefle, M., Bergner, N., Ziegler, B.: Gender Influences On School Students’ Mental Models of Computer Science – A Quantitative Rich Picture Analysis with Sixth Graders. In: GenderIT ’18 Proceedings of the 4th Conference on Gender & IT. pp. 113–122. ACM New York, NY, USA (2018).

DOI

https://doi.org/10.1145/3196839.3196857

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Minor thoughts on Margaret Meads Gender Image

philipp — Thu, 08 Feb 2018 17:23:32 +0000

Minor thoughts on Margaret Meads Gender Image philipp Thu, 02/08/2018 - 18:23

Genderstreusel

philipp — Sun, 23 Nov 2008 13:16:54 +0000

Genderstreusel philipp Sun, 11/23/2008 - 14:16