Skip to main content
SpringerLink
Log in

The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders

  • Conference paper
Book cover Teaching Fundamentals Concepts of Informatics (ISSEP 2010)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 5941))

Abstract

This study compares the effect of using tangible robots to using visual representations for introducing seventh graders (12 to 13 year old) to computer programming. The impact was measured on learning outcome, self-efficacy, class feedback and attitudes towards STEM (science, technology, engeneering and mathematics) topics. Results show that using robots to learn computer programming is beneficial, although no overall effect towards STEM topics could be shown. A huge gender gap in regard to subjective technical competence (STC) was found that negatively affected the participants’ performance. We provide approaches to leverage this gap and increase learning outcome and interest in STEM topics.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Leszczensky, M., et al.: Bildung und Qualifikation als Grundlage der technologischen Leistungsfähigkeit Deutschlands. Bericht des Konsortiums Bildungsindikatoren und technologische Leistungsfähigkeit. Studien zum deutschen Innovationssystem, Nr. 8-2008 (2008)

    Google Scholar 

  2. Schinzel, B.: Informatik und Geschlechtergerechtigkeit in Deutschland - Annäherungen. In: Gender and Science. Perpektiven in den Natur- und Ingenieurwissenschaften. Bielefeld, pp. 127–145 (2007)

    Google Scholar 

  3. Bandura, A.: Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84(2), 191–215 (1977)

    Article  Google Scholar 

  4. Liu, L., Grandon, E.E.: How performance and self-efficacy influence the ease of use of object-orientation. In: Proceedings of the 36th Hawaii International Conference on System Science (HICSS 2003), Big lsland, HI, January 2003, pp. 327–336 (2003)

    Google Scholar 

  5. Brosnan, M.J.: The impact of computer anxiety and self-efficacy upon performance. Journal of Computer Assisted Learning 14, 223–234 (1998)

    Article  Google Scholar 

  6. Arning, K., Ziefle, M.: Understanding age differences in PDA acceptance and performance. Computers in Human Behavior 23(6), 2904–2927 (2007)

    Article  Google Scholar 

  7. Busch, T.: Gender differences in self-efficacy and attitudes toward computers. Journal of Educational Computing Research 12, 147–158 (1995)

    Article  Google Scholar 

  8. Zeldin, A., Pajares, F.: Against the Odds: Self-Efficacy Beliefs of Women in Mathematical, Scientific, and Technological Careers. American Educational Research Journal 37(1), 215–246 (2000)

    Google Scholar 

  9. Ziefle, M., Jakobs, E.-M.: Wege zur Technikfaszination. In: Sozialisationsverläufe und Interventionszeitpunkte. Springer, München (2009)

    Google Scholar 

  10. Petersen, U., et al.: Roberta Abschlussbericht, BMBF Projekt (2007), http://www.iais.fraunhofer.de/fileadmin/images/pics/Abteilungen/AR/PDF/Abschlussbericht_Roberta_2007-11-21.pdf (accessed March 2009)

  11. Westram, H.: Schule und das neue Medium Internet - nicht ohne Lehrerinnen und Schülerinnen. Thesis (Dr.), Universität Dortmund (1999)

    Google Scholar 

  12. Schelhowe, H.: Interaktivität der Technologie als Herausforderung an Bildung. Zur Gender-Frage in der Informationsgesellschaft. Ruhr Universität Bochum (2004), http://www.ruhr-uni-bochum.de/fiab/pdf/jahrbuch/j17a5.pdf (accessed March 2009)

  13. Hartmann, S., Schecker, H.: Bietet Robotik Mädchen einen Zugang zur Informatik, Technik und Naturwissenschaft? – Evaluationsergebnisse zu dem Projekt Roberta. Zeitschrift für Didaktik der Naturwissenschaften, Jg. 11 (2005)

    Google Scholar 

  14. Monroy-Hernández, A., Resnick, M.: FEATURE: Empowering kids to create and share programmable media. Interactions 15(2), 50–53 (2008)

    Article  Google Scholar 

  15. Papert, S.: Mindstorms:Children, Computers and Powerful Ideas. Basic Books, Inc., New York (1980)

    Google Scholar 

  16. Beier, G.: Locus of control when interacting with technology (Kontrollüberzeugungen im Umgang mit Technik). Report Psychologie 24, 684–693 (1999)

    Google Scholar 

  17. Hyde, J., et al.: DIVERSITY: Gender Similarities Characterize Math Performance. Science 321(5888), 494–495 (2008)

    Article  Google Scholar 

  18. Ziefle, M., Bay, S.: How to overcome disorientation in mobile phone menus: A comparison of two different types of navigation aids. Human Computer Interaction 21(4), 393–432 (2006)

    Article  Google Scholar 

  19. Cassidy, S., Eachus, P.: Developing the computer user self-efficacy (CUSE) scale: investigating the relationship between computer self-efficacy, gender and experience with computers. Journal of Educational Computing Research 26(2) (2002)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Lehr- und Forschungsgebiet Informatik 9, RWTH Aachen University, Ahornstr. 55, 52056, Aachen, Germany

    Philipp Brauner, Thiemo Leonhardt & Ulrik Schroeder

  2. Human Technology Centre (HumTec), RWTH Aachen University, Theaterplatz 14, 52056, Aachen, Germany

    Martina Ziefle

Authors
  1. Philipp Brauner
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Thiemo Leonhardt
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Martina Ziefle
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Ulrik Schroeder
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. ETH Zürich, Informationstechnologie und Ausbildung, CAB F 16, Universitätstrasse 6,, 8092, Zürich, Switzerland

    Juraj HromkoviÄŤ

  2. ETH Zürich, Informationstechnologie und Ausbildung, CAB F 13.1, Universitätstrasse 6,, 8092, Zürich, Switzerland

    Richard Královič

  3. Foundations of Computer Science and Computer Science Education Group, Chair of Algorithm Engineering, Faculty of Computer Science, Technische Universität Dortmund,, Otto-Hahn-Str. 14, 44227, Dortmund, Germany

    Jan Vahrenhold

Rights and permissions

Reprints and permissions

Copyright information

© 2010 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Brauner, P., Leonhardt, T., Ziefle, M., Schroeder, U. (2010). The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders. In: Hromkovič, J., Královič, R., Vahrenhold, J. (eds) Teaching Fundamentals Concepts of Informatics. ISSEP 2010. Lecture Notes in Computer Science, vol 5941. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-11376-5_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-11376-5_7

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-11375-8

  • Online ISBN: 978-3-642-11376-5

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation