The purpose of this qualitative case study was to investigate the impact a robotics curriculum might have on the experiences and perceptions of middle school girls in two California classrooms. The research found that middle school girls in two different California classrooms felt that their experiences with robotics were personalized experiences that were positive and rewarding. Additionally, the girls felt that robotics was a curriculum that they could relate to real-life, and it was a curriculum that was relevant to their lives. The research found that girls had perceptions about STEM fields that remained sex-biased, and they perceived that certain occupations were more geared toward woman than men and vice versa. Both teachers provided learning environments that were free from sexist constructs.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Education, Science education|
|Keywords:||Curriculum, Hands-On Science, Middle School Girls, Robotics, STEM, Science Education|
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