Experience report and data visualization to evaluate a game programming project aimed for girls using Scratch tool
Resumo
The inclusion of women in technology has increased in recent years, but the number of women in technology is still much smaller compared to male involvement. Many factors make women not part of the information technology field. These factors include cultural, social factors of lack of information about the area. Thus, this paper aims to understand some of the factors that lead women to look less for professional areas involving science and technology. This article presents the state of the art of science and technology projects that have been aimed at women around the world. In addition, a questionnaire was applied in order to present some of the factors that can affect the performance of girls in projects in the field of Exact Sciences. Among the variables studied, the one that had the greatest correlation with the worst performances achieved by the girls was the absence of technology and internet at home. Furthermore, a quali-quantitative analysis shows the importance of carrying out projects that involve women in science and technology.
Palavras-chave:
Scratch tool, parallel coordinates, women in technology, programming course, STEM area
Referências
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Davis, S. (2020). Socially toxic environments: A ypar project exposes issues affecting urban black girls’ educational pathway to stem careers and their racial identity development. The Urban Review, 52(2):215–237.
Eccles, J. S., Jacobs, J. E., and Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents’ socialization of gender differences. Journal of social issues, 46(2):183–201.
Ferreira, M. E., Lima, D. A., and Silva, A. (2019). Data analysis for robotics and programming project evaluation involving female students participation. In 2019 Latin American Robotics Symposium (LARS), 2019 Brazilian Symposium on Robotics (SBR) and 2019 Workshop on Robotics in Education (WRE), pages 417–422. IEEE.
García-Holgado, A., Díaz, A. C., and García-Peñalvo, F. J. (2019). Engaging women into stem in latin america: W-STEM project. In Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 232–239.
Glover, A., Harries, S., and Jones, M. (2018). An evaluation of a project aimed at increasing participation of young women in stem activities and training in wales. International Journal of Gender, Science and Technology, 10(3):432–440.
Guiso, L., Monte, F., Sapienza, P., and Zingales, L. (2008). Culture, gender, and math. Science, 320(5880):1164–1165.
Hill, C., Corbett, C., and St Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. ERIC.
Hill, M. A. and King, E. (1995). Women’s education and economic well-being. Feminist Economics, 1(2):21–46.
Kimmel, M. S. et al. (2005). The history of men: Essays on the history of American and British masculinities. SUNY Press.
Lima, D. A., Ferreira, M. E. A., and Silva, A. F. F. (2021). Machine learning and data visualization to evaluate a robotics and programming project targeted for women. Journal of Intelligent & Robotic Systems, 103(1):1–20.
Lima, D. A., Zati, A. F., and Silva, E. C. (2017). Análise de dados no Google Classroom para auxiliar na diminuição do distanciamento transacional nas disciplinas da área de lnformática. In TISE Conferência Internacional sobre Informática na Educação.
Mich, O. and Ghislandi, P. (2019). Young girls and scientific careers: may a course on robotics change girls’ aspirations about their future? the roboestate project. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 14(2):88–109.
Mirici, S., Gencer, ?I., and Gündüz, S. (2019). The impact of stem project writing education on candidate female teachers’ attitudes, their semantic perceptions and project writing skills towards stem education. International Journal of Curriculum and Instruction, 11(2):255–272.
Schnittker, J., Ettl, K., and Welter, F. (2018). Strengthening the self-and external perceptions of young women STEM professionals (YWSP) during career entry and advancement: a research project. In Proceedings of the 4th Conference on Gender & IT, pages 51–53.
Valentine, T. and Darkenwald, G. G. (1990). Deterrents to participation in adult education: Profiles of potential learners. Adult education quarterly, 41(1):29–42.
Zeldin, A. L., Britner, S. L., and Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(9):1036–1058.
Davis, S. (2020). Socially toxic environments: A ypar project exposes issues affecting urban black girls’ educational pathway to stem careers and their racial identity development. The Urban Review, 52(2):215–237.
Eccles, J. S., Jacobs, J. E., and Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents’ socialization of gender differences. Journal of social issues, 46(2):183–201.
Ferreira, M. E., Lima, D. A., and Silva, A. (2019). Data analysis for robotics and programming project evaluation involving female students participation. In 2019 Latin American Robotics Symposium (LARS), 2019 Brazilian Symposium on Robotics (SBR) and 2019 Workshop on Robotics in Education (WRE), pages 417–422. IEEE.
García-Holgado, A., Díaz, A. C., and García-Peñalvo, F. J. (2019). Engaging women into stem in latin america: W-STEM project. In Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 232–239.
Glover, A., Harries, S., and Jones, M. (2018). An evaluation of a project aimed at increasing participation of young women in stem activities and training in wales. International Journal of Gender, Science and Technology, 10(3):432–440.
Guiso, L., Monte, F., Sapienza, P., and Zingales, L. (2008). Culture, gender, and math. Science, 320(5880):1164–1165.
Hill, C., Corbett, C., and St Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. ERIC.
Hill, M. A. and King, E. (1995). Women’s education and economic well-being. Feminist Economics, 1(2):21–46.
Kimmel, M. S. et al. (2005). The history of men: Essays on the history of American and British masculinities. SUNY Press.
Lima, D. A., Ferreira, M. E. A., and Silva, A. F. F. (2021). Machine learning and data visualization to evaluate a robotics and programming project targeted for women. Journal of Intelligent & Robotic Systems, 103(1):1–20.
Lima, D. A., Zati, A. F., and Silva, E. C. (2017). Análise de dados no Google Classroom para auxiliar na diminuição do distanciamento transacional nas disciplinas da área de lnformática. In TISE Conferência Internacional sobre Informática na Educação.
Mich, O. and Ghislandi, P. (2019). Young girls and scientific careers: may a course on robotics change girls’ aspirations about their future? the roboestate project. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 14(2):88–109.
Mirici, S., Gencer, ?I., and Gündüz, S. (2019). The impact of stem project writing education on candidate female teachers’ attitudes, their semantic perceptions and project writing skills towards stem education. International Journal of Curriculum and Instruction, 11(2):255–272.
Schnittker, J., Ettl, K., and Welter, F. (2018). Strengthening the self-and external perceptions of young women STEM professionals (YWSP) during career entry and advancement: a research project. In Proceedings of the 4th Conference on Gender & IT, pages 51–53.
Valentine, T. and Darkenwald, G. G. (1990). Deterrents to participation in adult education: Profiles of potential learners. Adult education quarterly, 41(1):29–42.
Zeldin, A. L., Britner, S. L., and Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(9):1036–1058.
Publicado
22/11/2021
Como Citar
SOARES, Ana Laura; FERREIRA, Maria Eugênia A.; LIMA, Danielli A..
Experience report and data visualization to evaluate a game programming project aimed for girls using Scratch tool. In: WORKSHOP DE INFORMÁTICA NA ESCOLA (WIE), 27. , 2021, On-line.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 43-52.
DOI: https://doi.org/10.5753/wie.2021.218064.
