Graduate Program

Elementary Education

Degree Name

Master of Science (MS)

Semester of Degree Completion

2003

Thesis Director

Marylin Lisowski

Abstract

In 2000, the National Science Foundation (NSF) conducted a biennial study on the status of women and minorities in science and engineering. It was revealed that the numbers of women receiving bachelor's degrees in computer science are on the decline. This fact calls for innovative changes in the traditional science curriculum. Science instruction with the implementation of robotics could provide female students the needed motivation. Therefore, the examination of female middle school student attitudes towards robotic enhanced science instruction is needed. Descriptive research was conducted to assess middle school student attitudes towards robots, technology and science. Gender differences were studied. The subjects were two classrooms of sixth grade students (N=53) and eighth grade students (N=74) from Charleston, Illinois. Observational checklists were completed to examine student behavior in the science classroom. A Likert-type questionnaire consisting of 20 items was administered to the male and female students to obtain their perceptions towards robotics and technology and to explore if gender differences existed in their responses. A Cronbach's [alpha] analysis was applied to the data to measure reliability and Pearson chi-square and independent sample t-test analyses were used to compare genders. Finally, interviews were conducted with female middle school students (N= 8) to obtain in-depth information on their perceptions and attitudes towards robots, technology and the science. Results showed that middle school students exhibited positive attitudes towards robots, careers in robotics, science and technology. In many respects, female student attitudes were more positive than their male counter parts. Due to the motivation robotics enhanced instruction provides as well as the subtle way robotic implementation teaches computer programming, mathematics and creative problem solving, it is recommended that activities incorporating robotics be a part of every science curriculum.

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