STEM Education for Young Women via Heroic Narratives: Evaluating the Heroine’s Learning Journey
Resumo
The Fostering Women to STEM MOOCs (FOSTWOM) project aims to increase the number of women in STEM careers through the participation of young women through free-access Massive Open Online Courses (MOOCs). One of its actions was the conception of the Heroine's Learning Journey (HLJ), a framework, separated into 12 stages, which employs a heroic narrative to inspire and empower young women, between ages 15 to 21, to persist in their pursuit of STEM studies. This framework is strategically tailored for online learning environments, specifically MOOCs. This study assesses the effectiveness of the HLJ through a survey involving 12 educational specialists affiliated with the FOSTWOM project. Results reveal that in terms of motivation capacity, all HLJ stages received a minimum of 60% positive ratings, and it was pointed out the need for improvement of two stages. Educators can harness the HLJ model to develop MOOCs that cater to gender equality needs within STEM fields.
Palavras-chave:
Women, STEM, Heroic Narratives, FOSTWOM, MOOCs, Gender Equality, Education
Referências
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Marc Benita, Noa Shane, Ofir Elgali, and Guy Roth. 2017. The Important Role of the Context in Which Achievement Goals Are Adopted: An Experimental Test. Motiv Emot 41, 180–195.
Marc Benita, Tzvia Shechter, Sigalit Nudler-Muzikant, and Ravid Arbel. 2021. Emotion Regulation during Personal Goal Pursuit: Integration versus Suppression of Emotions. Journal of Personality 89, 565–579.
Jacob Bishop and Matthew Verleger. 2013. The Flipped Classroom: A Survey of the Research. ASEE Annual Conference & Exposition Proceedings, 23.1200.1– 23.1200.18.
Phyllis C Blumenfeld, Elliot Soloway, Ronald W Marx, Joseph S Krajcik, Mark Guzdial, and Ann Palincsar. 1991. Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist 26, 369–398.
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Kuo-En Chen and Sheng-Jer Jang. 2010. Motivation in Online Learning: Testing a Model of Self-Determination Theory. Computers in Human Behavior 26, 741–752.
Tsz-Ki Fiona Chiu. 2021. Digital Support for Student Engagement in Blended Learning Based on Self-Determination Theory. Computers in Human Behavior 124, 106909.
Tsz-Ki Fiona Chiu. 2022. Applying the Self-Determination Theory (SDT) to Explain Student Engagement in Online Learning during the COVID-19 Pandemic. Journal of Research on Technology in Education 54, S14–S30.
Sook Ning Chua, Frederick L Philippe, and Nariméne Bouizegarene. 2021. The Association of Autonomy Support on Memory Need Satisfaction and Goal Progress. Motiv Emot 45, 265–279.
Paola Corti, Valeria Baudo, Carlos Turró, Ana Moura Santos, and Charlotta Nilsson. 2021. Fostering women to stem moocs. EMOOCs 2021, 129.
Luis Costa, Ycarim Lima, Ana Moura Santos, Giselle Xexéo, Raoni Prada, and Juliana Souza. 2020. Initiatives for Gender Equality in STEM Education: The Brazilian Case. In ICERI2020 Proceedings. IATED, 1253–1260.
Luis Felipe C Costa. 2023. A Jornada da Heroína Aprendiz: Motivando Mulheres em Cursos STEM através do Poder de uma Narrativa. Ph.D. Dissertation. Universidade Federal do Rio de Janeiro.
Hans De Loof, Annemie Struyf, Jelle Boeve-de Pauw, and Peter Van Petegem. 2021. Teachers’ Motivating Style and Students’ Motivation and Engagement in STEM: The Relationship Between Three Key Educational Concepts. Res Sci Educ 51, 109–127.
Stefano I Di Domenico and Richard M Ryan. 2017. The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research. Frontiers in Human Neuroscience 11.
Eurydice. 2018. Teaching Careers in Europe: Access, Progression and Support. European Commission, Bruxelles.
John Mark Froiland and Frank C Worrell. 2016. Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. Psychology in the Schools 53, 321–336.
Tarik Lopes Ponciano Lima and Windson Viana de Carvalho. 2021. Aulas Invertidas e Práticas Lúdicas no Ensino de Redes de Computadores. In Anais do Simpósio Brasileiro de Educação em Computação. SBC, 211–218.
Cristiano Maciel, Sarah A Bim, and Kamila da Silva Figueiredo. 2018. Digital Girls Program: Disseminating Computer Science to Girls in Brazil. In Proceedings of the 1st International Workshop on Gender Equality in Software Engineering. Association for Computing Machinery, 29–32.
Jane McGonigal. 2011. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. Penguin Books.
Michelle E Moore, Deedee M Vega, Kristen M Wiens, and Nicholas Caporale. 2020. Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM. J Microbiol Biol Educ 21, 05.
Friedrich Hofmann Müller and Miha Palekčić. 2005. Continuity of Motivation in Higher Education: A Three-Year Follow-up Study. Review of psychology 12, 31–43.
Maureen Murdock. 1990. The Heroine’s Journey. Shambhala.
Carol M Musil, Carolyn B Warner, Eleanor P Stoller, and Trina Andersen. 2004. Women and Intergenerational Caregiving in Families: Structure, Ethnicity, and Building Family Ties. Successful aging through the life span: Intergenerational issues in health, 143–158.
Lucas Paganini and Kamila Gama. 2020. Female Participation in Hackathons: A Case Study About Gender Issues in Application Development Marathons. IEEE R. Iberoamericana Tecnologias Aprendizaje 15, 326–335.
Rachel CD Reis, Roberto Pereira, Fabiano Silva, and Letícia M Peres. 2023. Hello world: abordando questões sobre o gênero feminino em uma disciplina de introdução à computação. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação. SBC, 1813–1824
Richard Ryan. 2019. The Oxford Handbook of Human Motivation. Oxford University Press.
Richard M Ryan and Edward L Deci. 2019. Brick by Brick: The Origins, Development, and Future of Self-Determination Theory. In Advances in Motivation Science. Vol. 6. Elsevier, 111–156.
Ana Moura Santos, Luis Felipe Costa, and Fernanda Victorello. 2022. Modelos Femininos Em STEM. In 1a Jornadas Pedagógicas da ULisboa. Lisboa.
Maria Cristina Skewes, Elizabeth A Shanahan, Jessi L Smith, Jessie C Honea, Rebecca Belou, Stephanie Rushing, Kathrin Intemann, and Ian M Handley. 2018. Absent Autonomy: Relational Competence and Gendered Paths to Faculty Self-Determination in the Promotion and Tenure Process. Journal of Diversity in Higher Education 11, 366–383.
B Stein. 2019. STEM and Adolescent Girls. Counselor Education Capstones, 92.
Hamideh Tadjer, Yasmine Lafifi, Hafida Seridi-Bouchelaghem, and Serhat Gülseçen. 2022. Improving Soft Skills Based on Students’ Traces in Problem-Based Learning Environments. Interactive Learning Environments 30, 1879–1896.
Genevieve Taylor, Tomas Jungert, Genevieve A Mageau, Kaspar Schattke, Helena Dedic, Steven Rosenfield, and Richard Koestner. 2014. A Self-Determination Theory Approach to Predicting School Achievement over Time: The Unique Role of Intrinsic Motivation. Contemporary Educational Psychology 39, 342–358.
Kristin Thompson and David Bordwell Thompson. 1999. Storytelling in the New Hollywood: Understanding Classical Narrative Technique. Harvard University Press.
Alberto Vigil-Colet, David Navarro-González, and Fabia Morales-Vives. 2020. To Reverse or to Not Reverse Likert-Type Items: That Is the Question. Psicothema, 108–114.
Chong Wang, Yue Zhang, Jeremy D Moss, E Michael Bonem, and Chelsea Levesque-Bristol. 2020. Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory. Res High Educ 61, 1002–1026.
Geoffrey C Williams and Edward L Deci. 1998. The Importance of Supporting Autonomy in Medical Education. Ann Intern Med 129, 303–308.
Jiaying Zheng, Weiqin Xing, Xueqing Huang, Sha Li, Guo Chen, and Chunyuan Xie. 2023. The Role of Self-Regulated Learning on Science and Design Knowledge Gains in Engineering Projects. Interactive Learning Environments 31, 87–99.
Barry J Zimmerman. 2008. Investigating Self-Regulation and Motivation: Histori- cal Background, Methodological Developments, and Future Prospects. American Educational Research Journal 45, 166–183.
2021. EMOOCs 2021. Universitätsverlag Potsdam.
2022. PASC22 Conference. [link]
Karen Bell. 2017. Game On!: Gamification, Gameful Design, and the Rise of the Gamer Educator. JHU Press.
Marc Benita, Guy Roth, and Edward L Deci. 2014. When Are Mastery Goals More Adaptive? It Depends on Experiences of Autonomy Support and Autonomy. Journal of Educational Psychology 106, 258–267.
Marc Benita, Noa Shane, Ofir Elgali, and Guy Roth. 2017. The Important Role of the Context in Which Achievement Goals Are Adopted: An Experimental Test. Motiv Emot 41, 180–195.
Marc Benita, Tzvia Shechter, Sigalit Nudler-Muzikant, and Ravid Arbel. 2021. Emotion Regulation during Personal Goal Pursuit: Integration versus Suppression of Emotions. Journal of Personality 89, 565–579.
Jacob Bishop and Matthew Verleger. 2013. The Flipped Classroom: A Survey of the Research. ASEE Annual Conference & Exposition Proceedings, 23.1200.1– 23.1200.18.
Phyllis C Blumenfeld, Elliot Soloway, Ronald W Marx, Joseph S Krajcik, Mark Guzdial, and Ann Palincsar. 1991. Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist 26, 369–398.
Joseph Campbell. 2008. The Hero with a Thousand Faces. Vol. 17. New World Library.
Robert M Capraro, Mary M Capraro, and John R Morgan. 2013. STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach. Springer Science & Business Media.
Kuo-En Chen and Sheng-Jer Jang. 2010. Motivation in Online Learning: Testing a Model of Self-Determination Theory. Computers in Human Behavior 26, 741–752.
Tsz-Ki Fiona Chiu. 2021. Digital Support for Student Engagement in Blended Learning Based on Self-Determination Theory. Computers in Human Behavior 124, 106909.
Tsz-Ki Fiona Chiu. 2022. Applying the Self-Determination Theory (SDT) to Explain Student Engagement in Online Learning during the COVID-19 Pandemic. Journal of Research on Technology in Education 54, S14–S30.
Sook Ning Chua, Frederick L Philippe, and Nariméne Bouizegarene. 2021. The Association of Autonomy Support on Memory Need Satisfaction and Goal Progress. Motiv Emot 45, 265–279.
Paola Corti, Valeria Baudo, Carlos Turró, Ana Moura Santos, and Charlotta Nilsson. 2021. Fostering women to stem moocs. EMOOCs 2021, 129.
Luis Costa, Ycarim Lima, Ana Moura Santos, Giselle Xexéo, Raoni Prada, and Juliana Souza. 2020. Initiatives for Gender Equality in STEM Education: The Brazilian Case. In ICERI2020 Proceedings. IATED, 1253–1260.
Luis Felipe C Costa. 2023. A Jornada da Heroína Aprendiz: Motivando Mulheres em Cursos STEM através do Poder de uma Narrativa. Ph.D. Dissertation. Universidade Federal do Rio de Janeiro.
Hans De Loof, Annemie Struyf, Jelle Boeve-de Pauw, and Peter Van Petegem. 2021. Teachers’ Motivating Style and Students’ Motivation and Engagement in STEM: The Relationship Between Three Key Educational Concepts. Res Sci Educ 51, 109–127.
Stefano I Di Domenico and Richard M Ryan. 2017. The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research. Frontiers in Human Neuroscience 11.
Eurydice. 2018. Teaching Careers in Europe: Access, Progression and Support. European Commission, Bruxelles.
John Mark Froiland and Frank C Worrell. 2016. Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. Psychology in the Schools 53, 321–336.
Tarik Lopes Ponciano Lima and Windson Viana de Carvalho. 2021. Aulas Invertidas e Práticas Lúdicas no Ensino de Redes de Computadores. In Anais do Simpósio Brasileiro de Educação em Computação. SBC, 211–218.
Cristiano Maciel, Sarah A Bim, and Kamila da Silva Figueiredo. 2018. Digital Girls Program: Disseminating Computer Science to Girls in Brazil. In Proceedings of the 1st International Workshop on Gender Equality in Software Engineering. Association for Computing Machinery, 29–32.
Jane McGonigal. 2011. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. Penguin Books.
Michelle E Moore, Deedee M Vega, Kristen M Wiens, and Nicholas Caporale. 2020. Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM. J Microbiol Biol Educ 21, 05.
Friedrich Hofmann Müller and Miha Palekčić. 2005. Continuity of Motivation in Higher Education: A Three-Year Follow-up Study. Review of psychology 12, 31–43.
Maureen Murdock. 1990. The Heroine’s Journey. Shambhala.
Carol M Musil, Carolyn B Warner, Eleanor P Stoller, and Trina Andersen. 2004. Women and Intergenerational Caregiving in Families: Structure, Ethnicity, and Building Family Ties. Successful aging through the life span: Intergenerational issues in health, 143–158.
Lucas Paganini and Kamila Gama. 2020. Female Participation in Hackathons: A Case Study About Gender Issues in Application Development Marathons. IEEE R. Iberoamericana Tecnologias Aprendizaje 15, 326–335.
Rachel CD Reis, Roberto Pereira, Fabiano Silva, and Letícia M Peres. 2023. Hello world: abordando questões sobre o gênero feminino em uma disciplina de introdução à computação. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação. SBC, 1813–1824
Richard Ryan. 2019. The Oxford Handbook of Human Motivation. Oxford University Press.
Richard M Ryan and Edward L Deci. 2019. Brick by Brick: The Origins, Development, and Future of Self-Determination Theory. In Advances in Motivation Science. Vol. 6. Elsevier, 111–156.
Ana Moura Santos, Luis Felipe Costa, and Fernanda Victorello. 2022. Modelos Femininos Em STEM. In 1a Jornadas Pedagógicas da ULisboa. Lisboa.
Maria Cristina Skewes, Elizabeth A Shanahan, Jessi L Smith, Jessie C Honea, Rebecca Belou, Stephanie Rushing, Kathrin Intemann, and Ian M Handley. 2018. Absent Autonomy: Relational Competence and Gendered Paths to Faculty Self-Determination in the Promotion and Tenure Process. Journal of Diversity in Higher Education 11, 366–383.
B Stein. 2019. STEM and Adolescent Girls. Counselor Education Capstones, 92.
Hamideh Tadjer, Yasmine Lafifi, Hafida Seridi-Bouchelaghem, and Serhat Gülseçen. 2022. Improving Soft Skills Based on Students’ Traces in Problem-Based Learning Environments. Interactive Learning Environments 30, 1879–1896.
Genevieve Taylor, Tomas Jungert, Genevieve A Mageau, Kaspar Schattke, Helena Dedic, Steven Rosenfield, and Richard Koestner. 2014. A Self-Determination Theory Approach to Predicting School Achievement over Time: The Unique Role of Intrinsic Motivation. Contemporary Educational Psychology 39, 342–358.
Kristin Thompson and David Bordwell Thompson. 1999. Storytelling in the New Hollywood: Understanding Classical Narrative Technique. Harvard University Press.
Alberto Vigil-Colet, David Navarro-González, and Fabia Morales-Vives. 2020. To Reverse or to Not Reverse Likert-Type Items: That Is the Question. Psicothema, 108–114.
Chong Wang, Yue Zhang, Jeremy D Moss, E Michael Bonem, and Chelsea Levesque-Bristol. 2020. Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory. Res High Educ 61, 1002–1026.
Geoffrey C Williams and Edward L Deci. 1998. The Importance of Supporting Autonomy in Medical Education. Ann Intern Med 129, 303–308.
Jiaying Zheng, Weiqin Xing, Xueqing Huang, Sha Li, Guo Chen, and Chunyuan Xie. 2023. The Role of Self-Regulated Learning on Science and Design Knowledge Gains in Engineering Projects. Interactive Learning Environments 31, 87–99.
Barry J Zimmerman. 2008. Investigating Self-Regulation and Motivation: Histori- cal Background, Methodological Developments, and Future Prospects. American Educational Research Journal 45, 166–183.
Publicado
22/04/2024
Como Citar
COSTA, Luis Felipe; BARBOSA, Carlos Eduardo; LIMA, Yuri; NASCIMENTO, Luciana; GALENO, Larissa; SANTOS, Ana Moura; XEXÉO, Geraldo; SOUZA, Jano Moreira de.
STEM Education for Young Women via Heroic Narratives: Evaluating the Heroine’s Learning Journey. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 4. , 2024, Evento Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 52-62.
DOI: https://doi.org/10.5753/educomp.2024.237408.
