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Open AccessArticle

ICT Integration into Science Education and Its Relationship to the Digital Gender Gap

Department of Pedagogy, Universidad de Castilla-La Mancha, Plaza de la Universidad, 3, 02071 Albacete, Spain
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Sustainability 2020, 12(13), 5286; https://doi.org/10.3390/su12135286
Received: 23 May 2020 / Revised: 27 June 2020 / Accepted: 29 June 2020 / Published: 30 June 2020
The objective of the research is to know whether the use of technologies in the teaching of sciences, in the face of more traditional methods, influences gender differences, justifying the low enrolment of women in technical careers. The study was developed using a pretest–posttest quasi-experimental method through a nonequivalent control group with traditional methodology and common instruments such as the textbook, while in the experimental group, methodologies based on the management of ICT tools were made. We make a quantitative contrast of the impact on learning, considering the advantages and disadvantages of using technologies in science teaching, versus more traditional methods. The experimental group showed a higher motivation, being seen in the impact on better learning scores compared to the control group. We found that women scored higher than men in both pretest and posttest. We conclude by emphasizing the desirability of a transformation of science teaching methodologies by using ICT tools that allow more visual, intuitive, and collaborative work, with greater involvement of students. View Full-Text
Keywords: digital gender gap; ICT-mediated learning; connectivism; network learning; sustainable development digital gender gap; ICT-mediated learning; connectivism; network learning; sustainable development
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Palomares-Ruiz, A.; Cebrián, A.; López-Parra, E.; García-Toledano, E. ICT Integration into Science Education and Its Relationship to the Digital Gender Gap. Sustainability 2020, 12, 5286.

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