ROSE FOR KIDS: AN ASSESSMENT TOOL FOR ELEMENTARY SCHOOL GIRLS' INTEREST IN STEAM

Abstract

Gender inequality in STEAM (Science, Technology, Engineering, Arts, and Math) fields results from sociocultural factors, gender stereotypes, and the lack of female role models, rather than from women's lower cognitive aptitude compared to men. In this context, recent studies have applied the ROSE (The Relevance of Science Education) questionnaire to collect data on adolescents' interests, attitudes, and perceptions regarding science and technology. However, the ROSE questionnaire has limitations, including excessive length, a focus on adolescents, the use of technical and/or metaphorical language, and grounding in developed-country contexts. In light of this, this study proposes an instrument to assess elementary school girls' interest in STEM fields within disadvantaged socioeconomic contexts. To this end, the research was applied in nature, with exploratory objectives and a mixed-methods approach, employing a literature review, documentary research, a case study, and statistical analysis. The results obtained were: (1) the specification of an instrument called ROSE for Kids, which corresponds to an adaptation designed to address the gaps identified in the original questionnaire; and (2) a statistical analysis of the ROSE for Kids application with 49 elementary school girls from 5 public schools in Northeastern Brazil, as a case study. The findings indicated that the participants easily understood the items and provided responses, which suggests a level of interest and out-of-school experience, as well as favorable motivation toward future careers in STEM fields.