Development of Computational Thinking through STEM Activities for the Promotion of Gender Equality
Abstract
:1. Introduction
2. Literature Review
2.1. Benefits of Computational Thinking
2.2. Computational Thinking in Higher Education
2.3. STEM Activities and Gender
2.4. Computational Thinking and Gender
2.5. Evaluation of Computational Thinking
3. Methodology
4. Results
4.1. Distribution of Students in STEM Careers
4.2. Execution of STEM Activities
4.3. Strengthening Computational Thinking Skills
4.3.1. Abstraction
4.3.2. Decomposition
4.3.3. Generalization
4.3.4. Algorithmic Thinking
4.3.5. Evaluation
4.4. Assessment of Computational Thinking Skills by Gender
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Population/Sample | Men | Women | Total |
---|---|---|---|
Industrial Engineering 2020 | 21 | 15 | 36 |
Industrial Engineering 2021 | 24 | 13 | 37 |
Systems Engineering 2022 | 40 | 09 | 49 |
TOTAL | 85 | 37 | 122 |
Computational Thinking Skills | Number of Items | Marcos Román-González Test Items |
---|---|---|
Abstraction | 16 | 1–3, 7, 11–15, 21–23, 25–28 |
Decomposition | 16 | 4–7, 10–13, 15, 21–23, 25–28 |
Generalization | 19 | 4–6, 8–12, 14, 15, 17, 18, 20, 22, 23, 25–28 |
Algorithmic design | 28 | 1–28 |
Evaluation | 14 | 3, 7, 10, 11, 15, 16, 19, 20, 23–28 |
Professional Careers | Percentage of Students Enrolled | |
---|---|---|
Men | Women | |
Industrial engineering: 2020 | 58% | 42% |
Industrial engineering: 2021 | 65% | 35% |
System engineering: 2022 | 82% | 18% |
Computational Thinking Skills | Sample Mean | F-Test p Value Variance | t-Student | p Value Mean | |
---|---|---|---|---|---|
Men | Women | ||||
Abstraction | 8.7143 | 8.8667 | 0.2121 | 0.018 | 0.9861 |
Decomposition | 8.4762 | 8.9333 | 0.2407 | −0.468 | 0.6430 |
Generalization | 9.9048 | 10.1333 | 0.3736 | −0.185 | 0.8546 |
Algorithmic design | 15.6190 | 15.7333 | 0.1282 | 0.160 | 0.8741 |
Evaluation | 7.1905 | 7.4000 | 0.2170 | −0.220 | 0.8275 |
Computational Thinking Skills | Sample Mean | F-Test p Value Variance | t-Student | p Value Mean | |
---|---|---|---|---|---|
Men | Women | ||||
Abstraction | 8.4583 | 8.0000 | 0.6518 | −0.425 | 0.6738 |
Decomposition | 8.0000 | 7.8462 | 0.5434 | −0.139 | 0.8903 |
Generalization | 9.7500 | 9.2308 | 0.6303 | −0.389 | 0.6994 |
Algorithmic design | 14.5000 | 14.3077 | 0.6935 | −0.105 | 0.9172 * |
Evaluation | 6.5833 | 7.0000 | 0.5486 | 0.428 | 0.6713 |
Computational Thinking Skills | Sample Mean | F-Test p Value Variance | t-Student | p Value Mean | |
---|---|---|---|---|---|
Men | Women | ||||
Abstraction | 9.6000 | 11.0000 | 0.1342 | 1.311 | 0.1961 |
Decomposition | 9.5500 | 10.5556 | 0.0738 | 0.996 | 0.3245 |
Generalization | 12.0000 | 12.5556 | 0.0289 * | 0.346 | 0.7375 |
Algorithmic design | 18.5250 | 19.3333 | 0.0516 | 0.462 | 0.6460 |
Evaluation | 8.7250 | 9.4444 | 0.5606 | 0.762 | 0.4501 |
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Paucar-Curasma, R.; Cerna-Ruiz, L.P.; Acra-Despradel, C.; Villalba-Condori, K.O.; Massa-Palacios, L.A.; Olivera-Chura, A.; Esteban-Robladillo, I. Development of Computational Thinking through STEM Activities for the Promotion of Gender Equality. Sustainability 2023, 15, 12335. https://doi.org/10.3390/su151612335
Paucar-Curasma R, Cerna-Ruiz LP, Acra-Despradel C, Villalba-Condori KO, Massa-Palacios LA, Olivera-Chura A, Esteban-Robladillo I. Development of Computational Thinking through STEM Activities for the Promotion of Gender Equality. Sustainability. 2023; 15(16):12335. https://doi.org/10.3390/su151612335
Chicago/Turabian StylePaucar-Curasma, Ronald, Liszeth Paola Cerna-Ruiz, Claudia Acra-Despradel, Klinge Orlando Villalba-Condori, Luis Alberto Massa-Palacios, Andrés Olivera-Chura, and Isabel Esteban-Robladillo. 2023. "Development of Computational Thinking through STEM Activities for the Promotion of Gender Equality" Sustainability 15, no. 16: 12335. https://doi.org/10.3390/su151612335