Design, Development, Implementation and Evaluation of Female-friendly Learning Design on Enhancing Grade 1 and 2 Girls’ Motivation in STEM education

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI:10.1109/TALE54877.2022.00097

Rebecca Rosemary Self, A. Tse

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Abstract

Stereotypes towards girls in STEM education begin to affect students from as early as 6 years of age, which has led to a lowering of girls’ interest in STEM. In addition, the underrepresentation of females within STEM careers has eventuated in a lack of female role models for girls. Thus androcentrism surrounding STEM education and careers has ensued in learning design subject to masculine ways of learning. This study introduces a contemporary approach to the production of STEM learning design, fashioned upon a need for female-friendly learning. This study explores the extent to which grade 1 and 2 girls’ application of female-friendly STEM learning design influences their motivation in STEM. 60 grade 1 and 2 girls were selected to take part in this study. Applying the Analyze, Design, Develop, Implement and Evaluate (ADDIE) model of instructional design, this study considers the features of connected learning theory in the design, development and evaluation of female-friendly learning design.

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提高一二年级女生STEM学习动机的女性友好学习设计的设计、开发、实施与评价

在STEM教育中，对女孩的刻板印象早在6岁时就开始影响学生，这导致女孩对STEM的兴趣降低。此外，女性在STEM职业中的代表性不足，最终导致女孩缺乏女性榜样。因此，围绕STEM教育和职业的男性中心主义在学习设计中受到男性学习方式的影响。本研究介绍了一种现代的方法来制作STEM学习设计，以女性友好学习的需求为基础。本研究探讨了一、二年级女生应用女性友好型STEM学习设计对其STEM学习动机的影响程度。选取60名一年级和二年级女生参加本研究。本研究运用教学设计的分析、设计、开发、实施和评估(ADDIE)模式，在女性友好学习设计的设计、开发和评估中考虑关联学习理论的特点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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