Students’ attitudes towards robotics and STEM: Differences based on gender and robotics experience

Abstract

Abstract In this study, Turkish secondary school students’ attitudes towards robotics and STEM were examined in terms of gender and robotics experience. Sample consisted of 240 secondary school students (98 females and 142 males; grades 5–7). Two scales were used to collect data: STEM Attitude Scale and Robotics Attitude Scale. The data were analyzed using a One-way MANOVA and through correlational methods. Results show that the students’ attitudes towards robotics and STEM were positive. Gender had no effect on STEM attitudes. However, in terms of robotics attitudes, female students had significantly less desire and less confidence to learn robotics than male students. There was no gender effect on computational thinking and teamwork. Implications were discussed in terms of theoretical insights, practices for educational robotics in STEM, and directions for further research.