Solving Ecological Problems through Physical Computing to Ensure Gender Balance in STEM Education

Research and practice have shown that female students are less interested in engineering and programming. This is related to gender stereotypes and technological self-efficacy. Research has also pointed out that students in rural schools tend to do less well in STEM subjects and are less likely to p...

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Vydáno v:Sustainability Ročník 14; číslo 9; s. 4924
Hlavní autoři: Stupurienė, Gabrielė, Jevsikova, Tatjana, Juškevičienė, Anita
Médium: Journal Article
Jazyk:angličtina
Vydáno: Basel MDPI AG 01.05.2022
Témata:
Anxiety
Behavior
Children & youth
Computer science
Creativity
Engineering
Females
Gender differences
Learning
Mathematics education
Motivation
Professions
Robotics
Rural schools
Science education
STEM education
Stereotypes
Students
Success
Sustainability
Teaching
Technology Acceptance Model
Technology education
Women
ISSN:2071-1050, 2071-1050
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Shrnutí:Research and practice have shown that female students are less interested in engineering and programming. This is related to gender stereotypes and technological self-efficacy. Research has also pointed out that students in rural schools tend to do less well in STEM subjects and are less likely to pursue STEM studies than their peers from large cities. Previous studies have highlighted the benefits of hands-on real-world-related engineering projects by building connections with students’ interests and technology while giving them something exciting to focus on. This study is aimed at investigating whether and how students’ individual characteristics (such as attitudes toward engineering and technology, motivation, and technology anxiety) are associated with rural school students’ engagement, gender differences, and inclusion in sustainable ecological engineering activities with Arduino microcontrollers. Surveys were conducted before and after the activity with pupils of a rural lower secondary school (ages 13–15). The results show that, female students’ initial attitude toward engineering and technology was significantly less positive than that of male students. Despite being novices in physical computing, a whole group of pupils were intrinsically motivated while performing these activities. The findings of this study provide transferable insights into practical STEM education that may strengthen students’ engagement, motivation, and achievement in STEM. The implications of the results of this study can be useful for a better understanding of the individual factors of students that influence future engineering activity design and STEM career selection opportunities.
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ISSN:2071-1050
2071-1050
DOI:10.3390/su14094924