Abstract
The inclusion of Computational Thinking (CT) in the classroom along with the promotion of positive attitudes in early ages towards technology have great relevance in the current educational paradigm. This study analyses whether CT instruction may improve pupils' attitudes towards technology, and also considers whether instructional approaches and gender are influencing factors. The study was conducted with 84 second graders using a quasi-experimental design. The students' attitudes towards technology were measured before and after the intervention using the Pupils’ Attitudes Toward Technology test. The results indicate that CT instruction improves children's attitudes towards technology and narrows the gender gap, regardless of the approach. The inclusion of formal activities for CT can have beneficial effects beyond this learning. The reduction of the gender gap in technology at these ages is a fundamental issue for the promotion of scientific vocations among girls.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Availability of data and material
The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.
References
del Olmo-Muñoz, J., Cózar-Gutiérrez, R., & González-Calero, J. A. (2020). Computational thinking through unplugged activities in early years of Primary Education. Computers & Education, 150, https://doi.org/10.1016/j.compedu.2020.103832.
Merino-Armero, J. M., González-Calero, J. A., Cózar-Gutiérrez, R., & Villena-Taranilla, R. (2018). Computational thinking initiation. An experience with robots in Primary Education. Journal of Research in Science, Mathematics and Technology Education, 1(2), 181–206. https://doi.org/10.31756/jrsmte.124.
Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93–102. https://doi.org/10.1016/j.chb.2015.11.033
Ankiewicz, P. (2016). Perceptions and attitudes of pupils toward technology. In Handbook of technology education (pp. 1–15). Springer, Cham. https://doi.org/10.1007/978-3-319-38889-2_43-1
Ankiewicz, P. (2019). Perceptions and attitudes of pupils towards technology: In search of a rigorous theoretical framework. International Journal of Technology and Design Education, 29(1), 37–56. https://doi.org/10.1007/s10798-017-9434-z
Ardies, J., De Maeyer, S., & Gijbels, D. (2013). Reconstructing the pupils attitude towards technology-survey. Design and Technology Education, 18(1), 8–19.
Ardies, J., De Maeyer, S., Gijbels, D., & van Keulen, H. (2014). Students attitudes towards technology. International Journal of Technology and Design Education, 25(1), 43–65. https://doi.org/10.1007/s10798-014-9268-x
Autio, O., Soobik, M., Thorsteinsson, G., & Olafsson, B. (2015). The development of craft and technology education curriculums and students’ attitudes towards technology in Finland, Estonia and Iceland. International Journal of Contemporary Educational Research, 2(1), 22–34.
Bame, E. A., Dugger, W. E., Jr., Vries, M. de, & McBee, J. (1993). Pupils’ attitudes toward technology—PATT-USA. In The journal of technology studies (Vol. 19, pp. 40–48). Epsilon Pi Tau, Inc. https://doi.org/10.2307/43603608
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12. ACM Inroads, 2(1), 48. https://doi.org/10.1145/1929887.1929905
Becker, K. H., & Maunsaiyat, S. (2002). Thai students’ attitudes and concepts of technology. Journal of Technology Education, 13(2), 6–20.
Boston, J. S., & Cimpian, A. (2018). How do we encourage gifted girls to pursue and succeed in science and engineering? Gifted Child Today, 41(4), 196–207. https://doi.org/10.1177/1076217518786955
Brackmann, C. P., Román-González, M., Robles, G., Moreno-León, J., Casali, A., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. Proceedings of the 12th Workshop on Primary and Secondary Computing Education: WiPSCE ’17, 65–72. https://doi.org/10.1145/3137065.3137069
Buccheri, G., Gürber, N. A., & Brühwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International Journal of Science Education, 33(1), 159–178. https://doi.org/10.1080/09500693.2010.518643
Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1–13. https://doi.org/10.1016/j.compedu.2016.11.003
Chalmers, C. (2018). Robotics and computational thinking in primary school. International Journal of Child-Computer Interaction, 17, 93–100. https://doi.org/10.1016/j.ijcci.2018.06.005
Chiazzese, A., & Chifari, L. (2019). Educational robotics in primary school: measuring the development of computational thinking skills with the bebras tasks. Informatics, 6(4), 43. https://doi.org/10.3390/informatics6040043
Code.org. (2018a). CS Fundamentals Curriculum Guide. https://code.org/curriculum/docs/csf/CSF_Curriculum_Guide_2018_smaller.pdf
Code.org. (2018b). Instructor Handbook: Code Studio Lesson Plans for Courses One, Two, and Three. https://code.org/curriculum/docs/k-5/complete.pdf
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
DeJarnette, N. (2012). America’s children: providing early exposure to STEM (science, technology, engineering and math) initiatives. Education, 133(1), 77–84.
DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B., & Wong, B. (2013). Young Children’s Aspirations in Science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35(6), 1037–1063. https://doi.org/10.1080/09500693.2011.608197
Djurdjevic-Pahl, A., Pahl, C., Fronza, I., & El Ioini, N. (2017). A pathway into computational thinking in primary schools. In T.-T. Wu, R. Gennari, Y.-M. Huang, H. Xie, & Y. Cao (Eds.), Emerging technologies for education (pp. 165–175). Springer International Publishing.
Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64(3), 830–847. https://doi.org/10.1111/j.1467-8624.1993.tb02946.x
Eyyam, R., & Yaratan, H. S. (2014). Impact of use of technology in mathematics lessons on student achievement and attitudes. Social Behavior and Personality: An International Journal, 42(1), 31–42. https://doi.org/10.2224/sbp.2014.42.0.s31
Falloon, G. (2016). An analysis of young students’ thinking when completing basic coding tasks using Scratch Jnr: On the iPad. Journal of Computer Assisted Learning, 32(6), 576–593. https://doi.org/10.1111/jcal.12155
Frantom, C. G., Green, K. E., & Hoffman, E. R. (2002). Measure development: The children’s attitudes toward technology scale (CATS). Journal of Educational Computing Research, 26(3), 249–263. https://doi.org/10.2190/DWAF-8LEQ-74TN-BL37
Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2019). Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis. Journal of Educational Computing Research, 57(2), 283–319. https://doi.org/10.1177/0735633117748416
Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779–1786. https://doi.org/10.1016/j.chb.2013.02.012
Institution of Engineering and Technology. (2019). Inspiring the next generation of engineers.
Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180–192. https://doi.org/10.1002/(SICI)1098-237X(200003)84:2%3c180::AID-SCE3%3e3.0.CO;2-X
Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior, 52, 200–210. https://doi.org/10.1016/j.chb.2015.05.047
Kucuk, S., & Sisman, B. (2020). Students’ attitudes towards robotics and STEM: Differences based on gender and robotics experience. International Journal of Child-Computer Interaction. https://doi.org/10.1016/j.ijcci.2020.100167
Leonard, J., Buss, A., Gamboa, R., Mitchell, M., Fashola, O. S., Hubert, T., & Almughyirah, S. (2016). Using robotics and game design to enhance children’s self-efficacy, STEM attitudes, and computational thinking skills. Journal of Science Education and Technology, 25(6), 860–876. https://doi.org/10.1007/s10956-016-9628-2
Lu, J. J., & Fletcher, G. H. L. (2009). Thinking about computational thinking. Proceedings of the 40th ACM Technical Symposium on Computer Science Education: SIGCSE ’09, 260. https://doi.org/10.1145/1508865.1508959
Mammes, I. (2004). Promoting girls’ interest in technology through technology education: A research study. International Journal of Technology and Design Education, 14(2), 89–100. https://doi.org/10.1023/B:ITDE.0000026472.27439.f6
Marth, M., & Bogner, F. X. (2019). Monitoring a gender gap in interest and social aspects of technology in different age groups. International Journal of Technology and Design Education, 29(2), 217–229. https://doi.org/10.1007/s10798-018-9447-2
Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160, 92–106. https://doi.org/10.1016/j.jecp.2017.03.013
Metsärinne, M., & Kallio, M. (2016). How are students’ attitudes related to learning outcomes? International Journal of Technology and Design Education, 26(3), 353–371. https://doi.org/10.1007/s10798-015-9317-0
Nugent, G., Barker, B., Grandgenett, N., & Adamchuk, V. I. (2010). Impact of robotics and geospatial technology interventions on youth STEM learning and attitudes. Journal of Research on Technology in Education, 42(4), 391–408. https://doi.org/10.1080/15391523.2010.10782557
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199
Padilla-Meléndez, A., Del Aguila-Obra, A. R., & Garrido-Moreno, A. (2013). Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario. Computers & Education, 63, 306–317. https://doi.org/10.1016/j.compedu.2012.12.014
Patall, E. A., Hooper, S., Vasquez, A. C., Pituch, K. A., & Steingut, R. R. (2018). Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction, 58, 220–231. https://doi.org/10.1016/j.learninstruc.2018.07.004
Raat, J. H., & de Vries, M. (1985). What do 13-year old pupils think about technology? The conception of and the attitude towards technology of 13-year old girls and boys. (Issue ERIC Document Reproduction Service No. ED 262–998). Eindhoven University of Technology, Netherlands.
Regan, E., & DeWitt, J. (2015). Attitudes, interest and factors influencing STEM enrolment behaviour: An overview of relevant literature. In Understanding student participation and choice in science and technology education (pp. 63–88). Springer Netherlands. https://doi.org/10.1007/978-94-007-7793-4_5
Rupnik, D., & Avsec, S. (2019). The relationship between student attitudes towards technology and technological literacy. World Transactions on Engineering and Technology Education, 17(1), 48–53.
Sáez-López, J.-M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education, 97, 129–141. https://doi.org/10.1016/j.compedu.2016.03.003
Sáinz, M., & López-Sáez, M. (2010). Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain. Computers & Education, 54(2), 578–587. https://doi.org/10.1016/j.compedu.2009.09.007
Screpanti, L., Cesaretti, L., Mazzieri, E., & Scaradozzi, D. (2018). An Educational Robotics activity to promote gender equality in STEM Education. Procedings of the Eighteenth International Conference on Information, Communication Technologies in Education (ICICTE 2018), 336–346. https://www.researchgate.net/publication/328997601
Sharma, K., Papavlasopoulou, S., & Giannakos, M. (2019). Coding games and robots to enhance computational thinking: How collaboration and engagement moderate children’s attitudes? International Journal of Child-Computer Interaction, 21, 65–76. https://doi.org/10.1016/j.ijcci.2019.04.004
Sullivan, A., & Bers, M. U. (2016). Girls, Boys, and Bots: Gender Differences in Young Children’s Performance on Robotics and Programming Tasks. In Journal of Information Technology Education: Innovations in Practice (Vol. 15). http://www.informingscience.org/Publications/3547
Svenningsson, J., Hultén, M., & Hallström, J. (2018). Understanding attitude measurement: Exploring meaning and use of the PATT short questionnaire. International Journal of Technology and Design Education, 28(1), 67–83. https://doi.org/10.1007/s10798-016-9392-x
Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In Second international handbook of science education (pp. 597–625). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9041-7_41
Tytler, R., Osborne, J., Williams, G., Tytler, K., Clark, J. C., Tomei, A., & Forgasz, H. (2008). Opening up pathways: Engagement in STEM across the Primary-Secondary school transition A review of the literature concerning supports and barriers to Science, Technology, Engineering and Mathematics engagement at Primary-Secondary transition (Commissioned.
Van Rensburg, S., Ankiewicz, P., & Myburgh, C. (1999). Assessing South Africa learners’ attitudes towards technology by using the PATT (Pupils’ Attitudes Towards Technology) questionnaire. International Journal of Technology and Design Education, 9(2), 137–151. https://doi.org/10.1023/A:1008848031430
Virtanen, S., Räikkönen, E., & Ikonen, P. (2015). Gender-based motivational differences in technology education. International Journal of Technology and Design Education, 25(2), 197–211. https://doi.org/10.1007/s10798-014-9278-8
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147. https://doi.org/10.1007/s10956-015-9581-5
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33. https://doi.org/10.1145/1118178.1118215
Witherspoon, E. B., Schunn, C. D., Higashi, R. M., & Shoop, R. (2018). Attending to structural programming features predicts differences in learning and motivation. Journal of Computer Assisted Learning, 34(2), 115–128. https://doi.org/10.1111/jcal.12219
Zapata-Ros, M. (2015). Pensamiento computacional: Una nueva alfabetización digital. Revista De Educación a Distancia (RED). https://doi.org/10.6018/red/46/4
Acknowledgements
We would like to thank all of the teachers and students who participated in this study.
Funding
This work was supported by the University of Castilla-La Mancha and by the European Regional Development Fund (ERDF) under Grant 2020-GRIN-28755; by the Castilla-La Mancha Regional Administration under Grant SBPLY/19/180501/000278; and by the Ministry of Education, Culture and Sports of Spain under Grant FPU19/03857 for the Training of University Teachers (FPU).
Author information
Authors and Affiliations
Contributions
All authors were involved in project conception, data interpretation, and writing the manuscript. The authors read and approved the final manuscript.
Corresponding author
Ethics declarations
Conflict of interest
The authors have no conflicts of interest to declare that are relevant to the content of this article.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
del Olmo-Muñoz, J., Cózar-Gutiérrez, R. & González-Calero, J.A. Promoting second graders’ attitudes towards technology through computational thinking instruction. Int J Technol Des Educ 32, 2019–2037 (2022). https://doi.org/10.1007/s10798-021-09679-1
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10798-021-09679-1