Dragons, Ladybugs, and Softballs: Girls' STEM Engagement with Human-Centered Robotics

Autor/inn/en	Gomoll, Andrea; Hmelo-Silver, Cindy E.; Šabanovic, Selma; Francisco, Matthew
Titel	Dragons, Ladybugs, and Softballs: Girls' STEM Engagement with Human-Centered Robotics
Quelle	In: Journal of Science Education and Technology, 25 (2016) 6, S.899-914 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-016-9647-z
Schlagwörter	Females; STEM Education; Robotics; After School Programs; Youth Clubs; Learner Engagement; Science Activities; Hands on Science; Case Studies; Science Interests; Student Developed Materials + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; STEM; Robotertechnik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Jugendfreizeitstätte; Case study; Fallstudie; Case Study
Abstract	Early experiences in science, technology, engineering, and math (STEM) are important for getting youth interested in STEM fields, particularly for girls. Here, we explore how an after-school robotics club can provide informal STEM experiences that inspire students to engage with STEM in the future. Human-centered robotics, with its emphasis on the social aspects of science and technology, may be especially important for bringing girls into the STEM pipeline. Using a problem-based approach, we designed two robotics challenges. We focus here on the more extended second challenge, in which participants were asked to imagine and build a telepresence robot that would allow others to explore their space from a distance. This research follows four girls as they engage with human-centered telepresence robotics design. We constructed case studies of these target participants to explore their different forms of engagement and phases of interest development--considering facets of behavioral, social, cognitive, and conceptual-to-consequential engagement as well as stages of interest ranging from triggered interest to well-developed individual interest. The results demonstrated that opportunities to personalize their robots and feedback from peers and facilitators were important motivators. We found both explicit and vicarious engagement and varied interest phases in our group of four focus participants. This first iteration of our project demonstrated that human-centered robotics is a promising approach to getting girls interested and engaged in STEM practices. As we design future iterations of our robotics club environment, we must consider how to harness multiple forms of leadership and engagement without marginalizing students with different working preferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01