Formazione & insegnamento
ISSN: 2279-7505 | Published: 2017-03-31
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Title: Narrative learning in coding activities: gender differences in middle school
Abstract: The recent introduction in Italy of Computational Thinking at the primary and secondary levels by the Educational Reform Act (October 2015) raises two critical issues: first, women are underrepresented in the computer field (OECD, 2015a; OECD, 2015b); second, girls lose their interest in computer sciences during adolescence (Gras-Velazquez et al., 2009). Therefore, the aim of this study is to investigate gender differences in self-efficacy and engagementthrough educational narrative methods for learning programming at middle school, a period considered critical in the research literature (Bandura, 1997; Pajares & Schunk, 2001a; Pajares & Schunk, 2001b). This is generally due to a decline in the self-efficacy beliefs of girls in science. Although this is an exploratory study, the implications that emerged show the potential of narrative educational activities to serve as a "cognitive bridge" to engage and improve the self-efficacy of the girls in computational thinking activities.
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Title: Apprendimento narrativo in attività di coding: differenze di genere nella scuola di primo grado
Abstract: La comunità scientifica a livello internazionale esprime da tempo preoccupazione sulla questione delle differenze di genere in quanto le donne continuano ad essere sottorappresentate nel settore tecnologico (OCDE 2015). Da diversi ricerche emerge (European Schoolnet, 2013; Bandura, 1977, Pajares, & Schunk, 2001a, b) che le ragazze perdono il loro interesse durante il periodo adolescenziale, momento decisivo nella scelta degli studi superiori,in quanto si registra un declino di self-efficacy e di interesse per l'ambito scientifico.Tale questione risulta cruciale, data la recente Riforma Educativa che prevede l'introduzione del Computational Thinking in tutta la filiera formativa. Pertanto, lo scopo di questo lavoro è di indagare le differenze di genere sulle credenze di self-efficacy e del coinvolgimento percepito in un laboratorio di programmazione, rivolto ad adolescenti tra i 10 e 12 anni, progettato su metodi didattici narrativi. L'obiettivo è di verificare come e quanto tale strategia di apprendimento possa coinvolgere le/gli adolescenti. Sebbene sitratti di uno studio esplorativo, le implicazioni emerse mostrano il potenziale ruolo delle attività narrative come "ponti cognitivi" per coinvolgere e migliorare la self efficacy e il coinvolgimento delle ragazze in attività di programmazione.
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Title: Apprentissage narratif dans les activités de codage: différences de genre au collège
Abstract: La récente introduction en Italie de la pensée informatique aux niveaux primaire et secondaire par la Loi sur la réforme de l'éducation (octobre 2015) soulève deux questions critiques: premièrement, les femmes sont sous-représentées dans le domaine informatique (OCDE, 2015a; OCDE, 2015b);Deuxièmement, les filles perdent leur intérêt pour les sciences informatiques à l'adolescence (Gras-Vellazquez et al., 2009).Par conséquent, l'objectif de cette étude est d'étudier les différences entre les sexes dans l'auto-efficacité et l'engagement à travers les méthodes narratives éducatives pour l'apprentissage des programmes au collège, une période considérée comme critique dans la littérature de recherche (Bandura, 1997; Pajares & amp; Schunk, 2001a; Pajares & amp; Schunk, 2001b).Cela est généralement dû à une baisse des croyances d'auto-efficacité des filles en science.Bien qu'il s'agisse d'une étude exploratoire, les implications qui ont émergé montrent le potentiel des activités éducatives narratives pour servir de «pont cognitif» pour engager et améliorer l'auto-efficacité des filles dans les activités de pensée informatique. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Aprendizaje narrativo en actividades de codificación: diferencias de género en la escuela secundaria
Abstract: La reciente introducción en Italia del pensamiento computacional en los niveles primarios y secundarios por la Ley de Reforma Educativa (octubre de 2015) plantea dos cuestiones críticas: primero, las mujeres están subrepresentadas en el campo de la computadora (OCDE, 2015a; OCDE, 2015b);En segundo lugar, las niñas pierden su interés en las ciencias de la computadora durante la adolescencia (Gras-Velazquez et al., 2009).Por lo tanto, el objetivo de este estudio es investigar las diferencias de género en la autoeficacia y el compromiso de métodos narrativos educativos para la programación de aprendizaje en la escuela secundaria, un período considerado crítico en la literatura de investigación (Bandura, 1997; Pajares & amp; Schunk, 2001a; Pajares & amp; Schunk, 2001b).Esto generalmente se debe a una disminución en las creencias de autoeficacia de las niñas en la ciencia.Aunque este es un estudio exploratorio, las implicaciones que surgieron muestran el potencial de las actividades educativas narrativas para servir como un "puente cognitivo" para involucrar y mejorar la autoeficacia de las niñas en las actividades de pensamiento computacional. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Aprendizagem narrativa em atividades de codificação: diferenças de gênero no ensino médio
Abstract: A recente introdução na Itália do pensamento computacional nos níveis primário e secundário pela Lei de Reforma Educacional (outubro de 2015) levanta duas questões críticas: primeiro, as mulheres estão sub -representadas no campo da computação (OCDE, 2015a; OCDE, 2015b);Segundo, as meninas perdem o interesse pelas ciências da computação durante a adolescência (Gras-Sezquez et al., 2009).Portanto, o objetivo deste estudo é investigar as diferenças de gênero na autoeficácia e no engajamento através de métodos narrativos educacionais para a programação de aprendizagem no ensino médio, um período considerado crítico na literatura de pesquisa (Bandura, 1997; Pajares & amp; Schunk, 2001a; Pajares "Schunk, 2001b).Isso geralmente se deve a um declínio nas crenças de auto-eficácia das meninas na ciência.Embora este seja um estudo exploratório, as implicações que surgiram mostram o potencial das atividades educacionais narrativas para servir como uma "ponte cognitiva" para envolver e melhorar a auto-eficácia das meninas em atividades de pensamento computacional. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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