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

• Published in: Teaching Fundamental Concepts of Informatics Vol. 5941; pp. 61 - 71
• Main Authors: Brauner, Philipp, Leonhardt, Thiemo, Ziefle, Martina, Schroeder, Ulrik
• Format: Book Chapter
• Language: English
• Published: Germany Springer Berlin / Heidelberg 2010; Springer Berlin Heidelberg
• Series: Lecture Notes in Computer Science
• Subjects: CS0; Gender effects; introductionary programming; LEGO Mindstorms; Robots; self-efficacy; subjective technical competence
• ISBN: 9783642113758; 3642113753
• ISSN: 0302-9743; 1611-3349
• DOI: 10.1007/978-3-642-11376-5_7

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.