View in EDS

Cookie-Jar Alarms: An Analysis of First-Grade Students' Gendered Conceptions of Engineers Following a Programming Design Task

Saved in:
Bibliographic Details
Title: Cookie-Jar Alarms: An Analysis of First-Grade Students' Gendered Conceptions of Engineers Following a Programming Design Task
Authors: Mitchell, April, Lott, Kimberly H., Tofel-Grehl, Colby
Source: Education Sciences. 2022 12.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Learning Activities, Grade 1, Elementary School Students, Gender Differences, Engineering Education, Student Attitudes, Disproportionate Representation
ISSN: 2227-7102
Abstract: Women remain underrepresented in engineering and broadening participation has recently become the focus of education reform efforts. Increased emphasis on K-12 engineering education calls for the design of learning environments and curricula that increase interest and conceptual understanding of engineering work, beginning in the early years of childhood. We seek to understand what works, for whom, in what contexts, how it works, and how engineering curricula can be improved to promote social justice. Here, we evaluate the impact of a curricular intervention designed to promote equity in elementary engineering education. The integrated STEM curriculum unit engages first-grade students in programming a cookie-jar alarm. Using a KIBO robot, students program a distance sensor to trigger the alarm and customize the sounds and flashing lights. Students' pre-/post-drawings of 'engineers at work' were used to elicit reflection in semi-structured interviews, and to assess changes in students' conceptions of engineering work following the curricular intervention. A mixed analysis of the data revealed students' conceptual understanding of engineering work improved following the two-week curricular intervention, regardless of gender. However, the girls in the study were more likely than boys to identify as an engineer following the programming design task. We discuss the students' self-reported explanations and elements of the intervention that may have facilitated conceptual change. We recommend that, to promote equity in engineering education, "gender-responsive" curricula are essential.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1339674
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1339674
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1339674
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Cookie-Jar Alarms: An Analysis of First-Grade Students' Gendered Conceptions of Engineers Following a Programming Design Task
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mitchell%2C+April%22">Mitchell, April</searchLink><br /><searchLink fieldCode="AR" term="%22Lott%2C+Kimberly+H%2E%22">Lott, Kimberly H.</searchLink><br /><searchLink fieldCode="AR" term="%22Tofel-Grehl%2C+Colby%22">Tofel-Grehl, Colby</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2022 12.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2227-7102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Women remain underrepresented in engineering and broadening participation has recently become the focus of education reform efforts. Increased emphasis on K-12 engineering education calls for the design of learning environments and curricula that increase interest and conceptual understanding of engineering work, beginning in the early years of childhood. We seek to understand what works, for whom, in what contexts, how it works, and how engineering curricula can be improved to promote social justice. Here, we evaluate the impact of a curricular intervention designed to promote equity in elementary engineering education. The integrated STEM curriculum unit engages first-grade students in programming a cookie-jar alarm. Using a KIBO robot, students program a distance sensor to trigger the alarm and customize the sounds and flashing lights. Students' pre-/post-drawings of 'engineers at work' were used to elicit reflection in semi-structured interviews, and to assess changes in students' conceptions of engineering work following the curricular intervention. A mixed analysis of the data revealed students' conceptual understanding of engineering work improved following the two-week curricular intervention, regardless of gender. However, the girls in the study were more likely than boys to identify as an engineer following the programming design task. We discuss the students' self-reported explanations and elements of the intervention that may have facilitated conceptual change. We recommend that, to promote equity in engineering education, "gender-responsive" curricula are essential.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1339674
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1339674
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
    Titles:
      – TitleFull: Cookie-Jar Alarms: An Analysis of First-Grade Students' Gendered Conceptions of Engineers Following a Programming Design Task
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mitchell, April
      – PersonEntity:
          Name:
            NameFull: Lott, Kimberly H.
      – PersonEntity:
          Name:
            NameFull: Tofel-Grehl, Colby
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-electronic
              Value: 2227-7102
          Numbering:
            – Type: volume
              Value: 12
          Titles:
            – TitleFull: Education Sciences
              Type: main
ResultId 1