Assessing Children's Understanding of the Work of Computer Scientists

Hansen, Alexandria K.; Dwyer, Hilary A.; Iveland, Ashley; Talesfore, Mia; Wright, Lacy; Harlow, Danielle B.; Franklin, Diana

doi:10.1145/3017680.3017769

Cited by 38 publications

(31 citation statements)

References 24 publications

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“…Some of the stereotypes that hold girls back in STEM are acquired as early as first grade. For instance, Cvencek, Meltzoff, and Greenwald (2011) reported that children in the first and second grades already associate mathematics with boys and reading with girls, differences which tend to persist over time (Nagy et al, 2010) Similarly, elementaryschool girls typically draw a man when asked to draw a computer scientist (Hansen et al, 2017) or a mathematician (though they are more likely to draw a girl when the prompt is "child mathematician"; Steele, 2003). Reflecting women's increasing representation in scientific fields (e.g., Miller & Wai, 2015), the likelihood of young girls drawing men as scientists has dropped in recent years, though they are still more likely to draw a male than a female scientist by the end of elementary school (Miller, Nolla, Eagly, & Uttal, 2018).…”

Section: Early Acquisitionmentioning

confidence: 99%

How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?

Boston

Cimpian

2018

Gifted Child Today

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Despite having the raw ability to pursue careers in science and engineering, gifted girls often shy away from such careers. Here, we explore two explanations for this puzzling phenomenon. Specifically, we argue that exposure to (1) negative stereotypes about women's intellectual abilities and (2) stereotypes about scientists as "nerdy," eccentric loners may undermine gifted girls' confidence in their ability to succeed in science and engineering, their sense of belonging in these fields, and-ultimately-their interest. We also suggest evidence-based strategies for inoculating girls against these stereotypes and boosting their interest in science and engineering.

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Section: Early Acquisitionmentioning

confidence: 99%

How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?

Boston

Cimpian

2018

Gifted Child Today

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“…Classroom environments are one way that students experience the computing discipline. The experiences students have with computing, even from an early age, and the process of acquiring the foundational knowledge of the field shapes the way they think about computing and their computing identity (Hansen et al, 2017;Schulte & Knobelsdork, 2007;Zander, Boustedt, McCartney, Mostrom, Sanders & Thomas, 2009;Wong, 2016).…”

Section: Sense Of Belongingmentioning

confidence: 99%

Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

Rodriguez

Lehman

2017

Computer Science Education

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This theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future. Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies. AbstractThis theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future.Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies.

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“…In a similar fashion, the impact of the prompt has been noted and utilized for alternative research foci, like conceptions related to scientists in different fields of science (e.g. Hansen et al, 2017;Oktay & Eryurt, 2012).…”

Section: The Stereotypic Image and The Modified Dastmentioning

confidence: 99%

Draw-A-Science-Comic: Alternative prompts and the presence of danger

Lamminpää

Vesterinen

2020

LUMAT

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The early years of primary school are important in shaping how children see scientists and science, but researching younger children is known to be difficult. The Draw-A-Scientist Test (DAST), in which students are asked to draw a scientist, has been one of the most popular ways to chart children’s conceptions of scientists and science. However, DAST tends to focus mainly on children’s conceptions about the appearance of scientists. To focus more on children’s conceptions of scientific activities as well as the emotions and attitudes associated with science, the Draw-A-Science-Comic test (DASC) was recently introduced. This study compares three alternative DASC prompts for two age groups of respondents (8- to 10-year-olds and 10- to 13-year-olds). The prompts asking students to draw a comic or a set of pictures produced significantly more sequential storytelling and depictions of science related emotions and attitudes than the prompt asking students to depict a story. The depictions of elements of danger, such as accidents and hazards in the laboratory, were also frequent in drawings with sequential storytelling. A more detailed analysis of the depictions showed that the frequency of elements of danger was closely associated with depictions of activity especially in the field of chemistry. For example, several comics included failed chemical experiments leading to explosions. Although depictions of danger are sometimes interpreted as a negative conception, in the children’s drawings the explosions and overflowing flasks were often seen also as a source of excitement and joy. Based on the result of this study, the use of DASC seems a suitable way for charting children’s conceptions of scientific activities as well as the emotions and attitudes associated with science from the early years of primary education until the beginning of secondary education.

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Assessing Children's Understanding of the Work of Computer Scientists

Cited by 38 publications

References 24 publications

How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?

How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?

Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

Draw-A-Science-Comic: Alternative prompts and the presence of danger

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