Information science instruction and changes in girls' and boy's expectancy and value beliefs: In search of gender-equitable pedagogical practices

In this study, which was situated in the context of information science instruction, data were collected twice using student self-reports to examine the effects of pedagogical practices on changes in boys' and girls' expectancy and value beliefs about computing. Participants were 326 7th-grade students, enrolled in three middle schools that were located in a Greek metropolitan city. At both times boys expressed more positive intrinsic-value beliefs about computing. Teachers' pedagogical practices had effects on students' motivation. All students benefited from practices that highlighted the social benefits and applications of technology. Also, girls benefited from practices that connected information science to other school subjects and boys from practices encouraging social interaction. Findings challenge some assumptions about gender/technology relations and have implications for teaching about technology in a gender-equitable way.

► I examined the effects of information science instruction on student expectancy and value beliefs. ► All students benefited from practices highlighting the everyday applications of technology. ► Girls benefited also from practices connecting technology to other school subjects. ► Findings have implications for teaching about technology in a gender-equitable way.