Teaching materials related to gender for the teaching of Computational Thinking in elementary school
Abstract
The Computational Thinking (CT) teaching is a viable alternative to attract the female audience from elementary school to the STEM areas. However, those areas are full of challenges, such as the scarcity of didactic materials in Brazilian Portuguese language. In addition, some of them do not have gender-sensitive features, as female models from the STEM areas and activities based on Storytelling. Introducing Computing in elementary school to promote gender equity is the ideal choice, because during this stage the female audience’s interest has not yet faded. The gender stereotype is present in the self-report of 247 children around the age of 6 and 10 years old. They have already exhibited the implicit and explicit form of the belief which says that “mathemathics is for boys”. We propose with this paper a sensitive didactic material related to the gender issue for the teaching of CT during elementary school. We seek the goal to support the students’ self-efficacy through their four sources: personal experience, vicarious learning, oral persuasion, and emotional aspects.
Keywords:
Gender, Self-efficacy, Computational Thinking, Teaching materials, STEM, Storytelling
References
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Szurmak, J., Thuna, M. (2013). Tell me a story: The use of narrative as a tool for instruction. In Imagine, innovate, inspire:The proceedings of the ACRL 2013 conference (pp. 546-552).
Teague, J. (2002). Women in computing: What brings them to it, what keeps them in it?ACM SIGCSE Bulletin, 34(2), 147-158.
Torres-Torres, Y. D., Román-González, M., Pérez-González, J. C. (2019, October). Implementation of unplugged teaching activities to foster computational thinking skills in primary school from a gender perspective. In Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 209-215).
Unesco (2018). Decifrar o código: educação de meninas e mulheres em ciências, tecnologia, engenharia e matemática (STEM). – Brasília.
Wing J. M. (2017). Computational thinking influenceon research and education for all. Italian Journal of Educational Technology, 25(2), 7-14.
Beyer, S. (2014). Why are women underrepresented in computer science? gender differences in stereotypes, self-efficacy, values, and interests and predictors of future cs course-taking and grades. Computer Science Education, Taylor & Francis, v. 24, n. 2-3, p. 153–192.
Betz, N; Hackett, G. (1981), “The relationship of career-related self-efficacy expectations to perceived career options in college men and women”, Journal of Counseling Psychology , Vol. 28, pp. 399-410.
Bezerra. C (2020). Técnica SCAMPER para ativar a criatividade e a inovação. Disponível em: <https://amplifica.me/scamper-criatividade/>. Acesso em 27 de fev. 2021.
Bandura, A., Barbaranelli, C., Caprara, G. and Pastorelli, C. (2001), “Self-efficacy beliefs as shapers of children’s aspirations and career trajectories”, Child Development , Vol. 72 No. 1, pp. 187-206.
Bandura, A. (1994). Self-Efficacy: In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior. (vol. 4, pp. 71-81). New York, USA: Academic Press (reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic).
Bong, M.; Skaalvik, E. M. Academic self-concept and self-efficacy: How different are they really? Educational psychology review, Springer, v. 15, n. 1, p. 1–40, 2003.
Camp, T. (2002). The incredible shrinking pipeline. ACM SIGCSE Bulletin, 34(2), 129-134.
Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Why are some STEM fields more gender balanced than others?. Psychological bulletin, 143(1), 1.
Cvencek, D., Meltzoff, A. N., Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child development, 82(3), 766-779.
Dempsey, J., Snodgrass, R. T., Kishi, I., Titcomb, A. (2015). The emerging role of self-perception in student intentions. In Proceedings of the 46th ACM technical symposium on computer science education (pp. 108-113).
França, R. S. D. (2020). Uma abordagem pedagógica incorporada para o desenvolvimento do pensamento computacional no ensino fundamental.
Farias, S. S., Oliveira, A. D. (2018). Invisibilidade Feminina e Representações Sociais de Gênero em tecnologia e ciências. In 12º Congresso Nacional de Psicologia da Saúde: Promover e Inovar em Psicologia da Saúde (No. 739, p. 731). Instituto Superior de Psicologia Aplicada.
Finco, D. (2010). Educação infantil, espaços de confronto e convívio com as diferenças: análise das interações entre professoras e meninas e meninos que transgridem as fronteiras de gênero (Doctoral dissertation, Universidade de São Paulo).
Inga, S. M.; Tristán, O. M. (2020). Por qué hay pocas mujeres científicas? Una revisión de literatura sobre la brecha de género en carreras STEM. aDResearch: Revista Internacional de Investigación en Comunicación, (22), 118-133.
Jenkins, H. Transmedia Storytelling 101. (2007). Disponível em <http://henryjenkins.org/blog/2007/03/transmedia_storytelling_101.html>.Acesso em: 27 jan. 2020.
Lent, R. W.; Brown, S. D.; HACKETT, G. (2002). Social Cognitive Career Theory. Em D. Brown, Career choice and development (pp. 255-311). São Francisco, EUA: Jossey-Bass
Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology, 108(3), 424–437.
Román-González, M., Pérez-González, J. C., Jiménez-Fernández, C. (2017). Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test. Computers in human behavior, 72, 678-691.
Román-González, M., Pérez-González, J. C., Moreno-León, J., Robles, G. (2018). Extending the nomological network of computational thinking with non-cognitive factors. Computers in Human Behavior, 80, 441-459.
Seneviratne, O. (2017). Making computer science attractive to high school girls with computational thinking approaches: A case study. In Emerging research, practice, and policy on computational thinking (pp. 21-32). Springer, Cham.
Scherer, R. F.; Adams, J. S.; Wiebe, F. A. (1989). Developing entrepreneurial behaviours: A social learning theory perspective. Journal of Organizational Change Management.
Santos. M. Carolina (2018). Por que as mulheres “desapareceram” dos cursos de computação? Disponível em:<https://jornal.usp.br/universidade/por-que-as-mulheres-desapareceram-dos-cursos-de-computacao/>. Acesso em: 20 de julho de 2020.
Szurmak, J., Thuna, M. (2013). Tell me a story: The use of narrative as a tool for instruction. In Imagine, innovate, inspire:The proceedings of the ACRL 2013 conference (pp. 546-552).
Teague, J. (2002). Women in computing: What brings them to it, what keeps them in it?ACM SIGCSE Bulletin, 34(2), 147-158.
Torres-Torres, Y. D., Román-González, M., Pérez-González, J. C. (2019, October). Implementation of unplugged teaching activities to foster computational thinking skills in primary school from a gender perspective. In Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 209-215).
Unesco (2018). Decifrar o código: educação de meninas e mulheres em ciências, tecnologia, engenharia e matemática (STEM). – Brasília.
Wing J. M. (2017). Computational thinking influenceon research and education for all. Italian Journal of Educational Technology, 25(2), 7-14.
Published
2021-04-26
How to Cite
CUNHA, Mychelline Souto; CABRAL, Giordano Ribeiro Eulalio; FONSECA, Liliane Sheyla da Silva.
Teaching materials related to gender for the teaching of Computational Thinking in elementary school. In: NEW IDEAS LAB - BRAZILIAN SYMPOSIUM ON COMPUTING EDUCATION (EDUCOMP), 1. , 2021, On-line.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 64-65.
ISSN 3086-0741.
DOI: https://doi.org/10.5753/educomp_estendido.2021.14878.
