Robotics and Gender: The Use of Robotics for the Empowerment of Girls in the Classroom

Hartmann, Susann; Wiesner, Heike; Wiesner-Steiner, Andreas

doi:10.1007/978-3-531-90295-1_12

Cited by 12 publications

(16 citation statements)

References 3 publications

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“…Accompanying the gendered nature of tinkering activities generally, specific materials can similarly carry gendered assumptions which impact student access 17 . Boys may handle tools and building supplies, such as wood or metal parts, more comfortably due to past experience, comfort with such manual activities, or considering themselves a "builder" 17,18 .…”

Section: Tinkering Self-efficacymentioning

confidence: 99%

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Enhancing Student Motivation and Efficacy through Soft Robot Design

Jackson

Mentzer

Zhang

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Andrew Jackson is currently pursuing a PhD in Technology through Purdue's Polytechnic Institute, with an emphasis on Engineering and Technology Teacher Education. His research interests are engineering self-efficacy, motivation, and decision making. Andrew is the recipient of a 2015 Ross Fellowship from Purdue University and has been recognized as a 21st Century Fellow by the International Technology and Engineering Educators Association. He completed his Master of Science in Technology Leadership and Innovation at Purdue University with a thesis investigating middle school engineering self-efficacy beliefs. He previously taught middle school and undergraduate technology courses, accompanying both experiences with classroom research to improve practice.

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Section: Tinkering Self-efficacymentioning

confidence: 99%

“…Boys may handle tools and building supplies, such as wood or metal parts, more comfortably due to past experience, comfort with such manual activities, or considering themselves a "builder" 17,18 . Ramifications of poor tinkering self-efficacy may include withdrawing from participation in activities that involve manual skills.…”

Section: Tinkering Self-efficacymentioning

confidence: 99%

Enhancing Student Motivation and Efficacy through Soft Robot Design

Jackson

Mentzer

Zhang

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

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“…The active participation demonstrated by both genders suggests this application of robotics within the TPACK framework does not restrict or inhibit learning for either gender. [36][37][38] Level of interest or engagement in STEM content varies among students, overall, and for a given student, among STEM disciplines. During this lesson, the teacher observed the students' current engagement in the STEM activity, in relation to their individual typical level of previous interest.…”

Section: Teacher and Researcher Observationsmentioning

confidence: 99%

Using Robotics as the Technological Foundation for the TPACK Framework in K-12 Classrooms

Brill¹,

Listman²,

Kapila³

2015 ASEE Annual Conference and Exposition Proceedings

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was selected for a three-year term as a Senior Faculty Fellow of NYU-SoE's Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 7 chapters in edited books, 1 book review, 55 journal articles, and 109 conference papers. He has mentored 1 B.S., 16 M.S., and 4 Ph.D. thesis students; 31 undergraduate research students and 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school student researchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows. Moreover, he directs K-12 education, training, mentoring, and outreach programs that currently enrich the STEM education of over 1,100 students annually. ) to produce the conceptual framework of "technological pedagogical content knowledge" (TPACK 2 ). Specifically, the TPACK framework emphasizes teachers' use of technology to assist students in comprehending content which may be pedagogically challenging. This framework consists of three domains: technology-, pedagogy-, and content-knowledge, and it includes the relationship each makes with one another. Technology, a product of applied science and engineering, is broadly defined to include technological artifacts and the system of knowledge domains, processes, techniques, skills, tools, and organizations to design, produce, and operate such artifacts. 3,4 In this work, we use technology to refer to the authentic and unique tools, techniques, skills, and knowledge of applied science and engineering, which are used by practicing scientists and engineers and can be appropriately adapted to promote learning in a classroom setting. Moreover, pedagogy refers to the different theories associated with effective teaching and learning methods as well as the assessment of student learning. 1,2Finally, content refers to the fundamental concepts, theoretical principles, and organization frameworks of a discipline treated in the learning environment. By exploiting the synergistic interactions among the three knowledge domains of technology, pedagogy, and classroom content, the TPACK framework can allow technology to be used as an effective pedagogical tool for creating and presenting novel representations of disciplinary knowledge that are more readily accessible to students.In this paper, we consider the use of the LEGO Mindstorms EV3 robotics kit to allow teachers to create unique and varied representations of disciplinary content in science and math. The use of robotics in the classroom can generate excitement and encourage participation in STEM learning for a wide range of students. Thus, this paper considers a novel instantiation of TPACK with robotics through three illustrative examples of classroom lessons in physics, biology, and math. Whereas previous TPACK research has focused on teachers' readiness to implement technology, 6 suggested qualitative assessment tools, 7,8 and potential criteria to assess the implementation, 8 this paper puts these concepts into practice, providing descriptions of three lessons, including the ra...

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“…1,2 Second, students of both genders are known to react positively to robotics based learning. [3][4][5] Specifically, robotics programs can engage girls in learning and build their skills and confidence as they use tools and develop skills that may not always be available to them in traditional approaches to science and math classes. Third, numerous publications have considered the use of robotics for the entire spectrum of grade levels, [6][7][8] including elementary school, 9 middle school, 10-12 high school, 12 undergraduate level, 8,12,13 and graduate school.…”

Section: Introductionmentioning

confidence: 99%

“…1,2 Second, students of both genders are known to react positively to robotics based learning. [3][4][5] Specifically, robotics programs can engage girls in learning and build their skills and confidence as they use tools and develop skills that may not always be available to them in traditional approaches to science and math classes. Third, numerous publications have considered the use of robotics for the entire spectrum of grade levels, As evidenced from the above, there exists a compelling opportunity to integrate the technology of robotics and student interest in gaming to teach computer programming to K-12 students and to enhance their lateral creativity for creative problem solving.…”

mentioning

confidence: 99%

A Blocks-based Visual Environment to Teach Robot-Programming to K-12 Students

Yadagiri¹,

Krishnamoorthy²,

Kapila³

2015 ASEE Annual Conference and Exposition Proceedings

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was selected for a three-year term as a Senior Faculty Fellow of NYU-SoE's Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 7 chapters in edited books, 1 book review, 55 journal articles, and 109 conference papers. He has mentored 1 B.S., 16 M.S., and 4 Ph.D. thesis students; 31 undergraduate research students and 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school student researchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows. Moreover, he directs K-12 education, training, mentoring, and outreach programs that currently enrich the STEM education of over 1,100 students annually.c American Society for Engineering Education, 2015 Page 26.17.1 A Blocks-based Visual Environment to TeachRobot-Programming to K-12 Students IntroductionRecent years have witnessed a significant interest in the use of robotics in diverse educational contexts. First, use of robotics has been examined for informal learning as well as the formal school environment. 1,2 Second, students of both genders are known to react positively to robotics based learning. [3][4][5] Specifically, robotics programs can engage girls in learning and build their skills and confidence as they use tools and develop skills that may not always be available to them in traditional approaches to science and math classes. Third, numerous publications have considered the use of robotics for the entire spectrum of grade levels, As evidenced from the above, there exists a compelling opportunity to integrate the technology of robotics and student interest in gaming to teach computer programming to K-12 students and to enhance their lateral creativity for creative problem solving. 25,26 The idea of constructing and programming a physical robot makes the classroom come alive, allowing the students to understand that classroom math and science concepts are critical to solve real-world problems. Even as robot games are used to enrich students' math and science learning, it is of paramount importance that their heightened interest to learn new concepts be employed to engage them to learn fundamentals of computer programming. An early development of interest in math, science, and computer programming will enable students to remain interested in and excel in STEM disciplines as they progress through the educational pipeline. Finally, introduction to and engagement with hands-on STEM learning will encourage students to consider and pursue STEM studies and careers. 13,16Page 26.17.2In this paper, we consider the use of a blocks-based visual environment to demonstrate and teach robot-programming to K-12 students. Specifically, we present a visual programming environment built using the open-source, JavaScript-based, Blockly library 27 developed byGoogle. The standard Blockly library is capable of generating the JavaScript, XML, and Python codes corresponding to user-created, visual, block-based programs. In this paper, we extend the ability of the Blockly library to ...

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Robotics and Gender: The Use of Robotics for the Empowerment of Girls in the Classroom

Cited by 12 publications

References 3 publications

Enhancing Student Motivation and Efficacy through Soft Robot Design

Enhancing Student Motivation and Efficacy through Soft Robot Design

Using Robotics as the Technological Foundation for the TPACK Framework in K-12 Classrooms

A Blocks-based Visual Environment to Teach Robot-Programming to K-12 Students

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