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An Early Childhood Introduction to Robotics as a Means to Motivate Girls to Stay With STEM Disciplines
Abstract
This research examines the design, implementation, and impact of an educational robotics intervention for first and second grade students. It controls for gender-related performance differences and compares the interest shown towards robotics. The authors also examine if factors such as students' stance towards different professions can contribute to a difference in performance. In the course of its work, custom designed worksheets for the UARO educational robotics product were used, as well as questionnaires given to students after meetings. The results showed that all genders responded equally well and with the same enthusiasm to the robotics activities and understood concepts of physics, mechanics, and mathematics through them. Participants differ in how they use their leisure time and in their professional orientation; however, this didn't affect their performance in the robotics activities. These results highlight the need for further examination of the social institutions and factors that influence the formation of gender orientations during the early childhood age.
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