Promoting gender equality through computational thinking and STEM activities
DOI:
https://doi.org/10.15649/2346030X.4073Keywords:
engineering students, computational thinking, electronics devices, gender, STEM activitiesAbstract
This study assessed computational thinking skills in industrial engineering and systems engineering students at public universities in the Andean region of Peru, considering a gender perspective. Five key computational thinking skills were analyzed: abstraction, decomposition, generalization, algorithmic design, and evaluation. Using a quasi-experimental post-test methodology with non-probabilistic sampling, classroom-based STEM activities were implemented, focusing on local issues relevant to students' communities (agriculture, livestock, environment, security, and education) through the use of microcontrollers, sensors, and block-based programming environments. The results indicated no significant differences in the development of computational thinking between male and female students, demonstrating equal participation and enthusiasm in the proposed STEM activities. These findings suggest that contextualized approaches can foster gender inclusion in STEM education.
References
[1] Programa Nacional de Becas y Crédito Educativo, “Memoria institucional 2012 - 2015 Programa Nacional de Becas y Crédito Educativo Ministerio de Educación,” Lima, 2016. [Online]. Available: https://cdn.www.gob.pe/.
[2] Ministerio de Educación, “Resultados de la Evaluación Censal de Estudiantes – ECE 2018,” Lima, 2018.
[3] Y. D. Torres-Torres, M. Román-González, and J. C. Pérez-González, “Unplugged Teaching Activities to Promote Computational Thinking Skills in Primary and Adults from a Gender Perspective,” Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 15, no. 3, pp. 225–232, 2020, doi: 10.1109/RITA.2020.3008338.
[4] Z. Demİr-Kaymak, İ. Duman, C. Randler, and M. B. Horzum, “The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal Study,” Informatics in Education, vol. 21, no. 3, pp. 465–478, 2022, doi: 10.15388/infedu.2022.22.
[5] M. Román-González, J. C. Pérez-González, J. Moreno-León, and G. Robles, “Extending the nomological network of computational thinking with non-cognitive factors,” Comput Human Behav, vol. 80, pp. 441–459, 2018, doi: 10.1016/j.chb.2017.09.030.
[6] S. Papavlasopoulou, K. Sharma, and M. N. Giannakos, “Coding activities for children: Coupling eye-tracking with qualitative data to investigate gender differences,” Comput Human Behav, vol. 105, no. 7491, pp. 1–11, 2020, doi: 10.1016/j.chb.2019.03.003.
[7] M. Meyer, A. Cimpian, and S. J. Leslie, “Women are underrepresented in fields where success is believed to require brilliance,” Front Psychol, vol. 6, no. MAR, pp. 1–12, 2015, doi: 10.3389/fpsyg.2015.00235.
[8] C. Angeli and N. Valanides, “Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy,” Comput Human Behav, vol. 105, no. January, p. 105954, 2020, doi: 10.1016/j.chb.2019.03.018.
[9] Y. Anistyasari, Ekohariadi, Munoto, L. Nurlaela, and M. S. Sumbawati, “Analysis of computational thinking skill predictors on information technology education students,” The 1st International Conference on Education, Sciences and Technology, vol. 2, pp. 109–114, 2019.
[10] H. Ting-Chia, C. Ching, W. Lung-Hsiang, and P. A. Guat, “Learning Performance of Different Genders’ Computational Thinking,” Sustainability (Switzerland), vol. 14, no. 24, pp. 1–16, 2022, doi: 10.3390/su142416514.
[11] G. Ardito, B. Czerkawski, and L. Scollins, “Learning Computational Thinking Together: Effects of Gender Differences in Collaborative Middle School Robotics Program,” TechTrends, vol. 64, no. 3, pp. 373–387, 2020, doi: 10.1007/s11528-019-00461-8.
[12] P. S. Buffum, M. Frankosky, K. E. Boyer, E. N. Wiebe, B. W. Mott, and J. C. Lester, “Collaboration and gender equity in game-based learning for middle school computer science,” Comput Sci Eng, vol. 18, no. 2, pp. 18–28, 2016, doi: 10.1109/MCSE.2016.37.
[13] S. Jiang and G. K. W. Wong, “Exploring age and gender differences of computational thinkers in primary school: A developmental perspective,” J Comput Assist Learn, vol. 38, no. 1, pp. 60–75, 2022, doi: 10.1111/jcal.12591.
[14] A. P. González, N. Suárez, and A. Pérez, “STEM y género: tres propuestas para fomentar las vocaciones científicas de niñas y jóvenes en Bogotá,” Magazín Aula Urbana, no. 132, pp. 13–17, 2024.
[15] G. Ardito, B. Czerkawski, and L. Scollins, “Learning Computational Thinking Together: Effects of Gender Differences in Collaborative Middle School Robotics Program,” TechTrends, vol. 64, no. 3, pp. 373–387, 2020, doi: 10.1007/s11528-019-00461-8.
[16] W. Hernández-Álvarez, H. D. Vega-Santofimio, J. A. Cuéllar-Guarnizo, and M. A. Gutiérrez-Cárdenas, “Tecnología para el aprendizaje: una reflexión desde la robótica educativa y STEM en el desarrollo de competencias del siglo XXI,” Praxis, vol. 20, no. 3, pp. 635–652, Oct. 2024, doi: 10.21676/23897856.5864.
[17] B. K. Cruz Rincón, A. García-Holgado, and F. J. García-Peñalvo, “Ambientes coeducativos STEM que combinan Robótica Educativa y Pensamiento Computacional,” Campus Virtuales, vol. 14, no. 1, p. 215, Jan. 2025, doi: 10.54988/cv.2025.1.1599.
[18] M.-T. Wang and J. L. Degol, “Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions,” Educ Psychol Rev, vol. 29, no. 1, pp. 119–140, 2017, doi: 10.1007/s10648-015-9355-x.
[19] J. Huang, A. J. Gates, R. Sinatra, and A. L. Barabási, “Historical comparison of gender inequality in scientific careers across countries and disciplines,” Proc Natl Acad Sci U S A, vol. 117, no. 9, pp. 4609–4616, 2020, doi: 10.1073/pnas.1914221117.
[20] D. J. Deming and K. L. Noray, “STEM Careers and Technological Change,” NBER Working Paper Series, vol. 25065, no. September, 2018.
[21] G. Trejo-Magaña, C. García del Álvarez, N. Lara, and N. Hernández, “Factores individuales que motivan a las mujeres a elegir carreras STEM: un estudio en instituciones de educación superior en el occidente salvadoreño,” AVANTE, vol. 06, pp. 67–87, 2024, doi: 10.5281/zenodo.14632610.
[22] M. Román-Gonzalez, “Test de pensamiento computacional: Principios de diseño, validación de contenido y análisis de ítems,” no. September, pp. 1–19, 2015.
[23] P. Viale and C. Deco, “Introduciendo conocimientos sobre el Pensamiento Computacional en los primeros años de las carreras de ciencia , tecnología , ingeniería y matemáticas,” Energeia, vol. 16, no. 16, pp. 73–78, 2019.
[24] C. Puhlmann, “Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica,” Universidade Federal do Rio Grande do Sul, Brazil, 2017.
[25] F. Bordignon and A. Iglesias, Introducción al Pensamiento Computacional. Argentina: EDUCAR S.E, 2018. [Online]. Available: https://unipe.educar.gob.ar/unipe.
[26] F. Bordignon and A. Iglesias, Introducción al Pensamiento Computacional. Argentina: EDUCAR S.E, 2018.
[27] M. Te Wang and J. Degol, “Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields,” Developmental Review, vol. 33, no. 4, pp. 304–340, 2013, doi: 10.1016/j.dr.2013.08.001.
[28] G. Ortiz-Martínez, P. Vázquez-Villegas, M. I. Ruiz-Cantisani, M. Delgado-Fabián, D. A. Conejo-Márquez, and J. Membrillo-Hernández, “Analysis of the retention of women in higher education STEM programs,” Humanit Soc Sci Commun, vol. 10, no. 1, 2023, doi: 10.1057/s41599-023-01588-z.
[29] M. C. Cadaret, P. J. Hartung, L. M. Subich, and I. K. Weigold, “Stereotype threat as a barrier to women entering engineering careers,” J Vocat Behav, vol. 99, pp. 40–51, 2017, doi: https://doi.org/10.1016/j.jvb.2016.12.002.
[30] A. Master, A. N. Meltzoff, and S. Cheryan, “Gender stereotypes about interests start early and cause gender disparities in computer science and engineering,” Proc Natl Acad Sci U S A, vol. 118, no. 48, pp. 1–7, 2021, doi: 10.1073/pnas.2100030118.
[31] I. Picie-Alcaraz, B. A. Olivares-Zepahua, I. López-Martínez, C. Romero-Torres, and L. Á. Reyes-Hernández, “Herramienta para la Enseñanza de la Programación usando Elementos Gráficos,” RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação, no. 41, pp. 50–62, 2021, doi: 10.17013/risti.41.50-62.
[32] S. Jiang and G. K. W. Wong, “Exploring age and gender differences of computational thinkers in primary school: A developmental perspective,” J Comput Assist Learn, vol. 38, no. 1, pp. 60–75, 2022, doi: 10.1111/jcal.12591.
[33] P. S. Buffum, M. Frankosky, K. E. Boyer, E. N. Wiebe, B. W. Mott, and J. C. Lester, “Collaboration and gender equity in game-based learning for middle school computer science,” Comput Sci Eng, vol. 18, no. 2, pp. 18–28, 2016, doi: 10.1109/MCSE.2016.37.
[34] C. Angeli and N. Valanides, “Developing young children’s computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy,” Comput Human Behav, vol. 105, no. January, p. 105954, 2020, doi: 10.1016/j.chb.2019.03.018.
Downloads
Published
How to Cite
Downloads
Issue
Section
License
Copyright (c) 2020 AiBi Journal of Research, Administration and Engineering
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal offers open access under a Creative Commons Attibution License
This work is under license Creative Commons Attribution (CC BY 4.0).
