Autores/as:
Iglesias, Encina Calvo
Resumen:
The lack of female models in the scientific-technological field is one of the causes of the gender gap in STEM disciplines. Therefore, in order to provide female references in science and technology, an activity was carried out in the subject of Physics of the degree in Chemical Engineering that consisted in writing biographies of female scientists and engineers in the Wikipedia format. The optional task was carried out by using the workshop tool of Moodle platform. This tool allows peer evaluation with the help of a rubric, which serves as a guide for the biography. In this way, the aim is to improve both digital and writing skills, as well as the critical thinking of the students. Thus, this would contribute to the training of possible Wikipedia editors. The results of the satisfaction survey carried out among the students who elaborated the biographies, show us that this activity is well valued and adequate to reach the proposed objectives.
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Autores/as:
García-Holgado, Alicia and Verdugo-Castro, Sonia and González, Carina and Sánchez-Gómez, M. Cruz and García-Peñalvo, Francisco J.
Resumen:
There is a critical gender gap in the STEM areas at all levels of education and the labour market. In this context, the European Union has included an increase in female participation in STEM as one of its priorities. It has funded a considerable amount of research projects, so a substantial number of institutions and organizations across Europe has worked on the same objective, but there are not an analysis of the proposals and achievements in all those research projects. This work aims to present an overview of the outputs from European research projects developed during the last five years related to the gender gap in STEM.
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Autores/as:
Torres-Torres, Yucnary-Daitiana and Román-González, Marcos and Pérez-González, Juan-Carlos
Resumen:
Several investigations state the low participation of women in the world of STEM. This fact implies a lack of feminine perspective in the solution to different problems. The school must provide teaching / learning strategies for the integration, empowerment, and active participation from early ages to work performance in STEM. This paper exposes two unplugged activities taken from a series of activities implemented with elementary students and families in Madrid, Spain. The general objectives are: To introduce and motivate interest from an early age in computer programming and the development of gender dynamics that educate about gender equity to strengthen female empowerment in this context.
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Autores/as:
López-Iñesta, Emilia and Botella, Carmen and Rueda, Silvia and Forte, Anabel and Marzal, Paula
Resumen:
The gender gap in Science, Technology, Engineering and Mathematics (STEM) has drawn the attention of research and academic communities due to its impact in the Digital Society, targeting the fourth and fifth 2030 sustainable development goals of achieving quality education and gender equality. Recent studies show that women are enrolling STEM studies in smaller proportion than men and that they have a larger probability to renounce to their jobs or to take leaves. In this scenario, the involvement of educational institutions is seminal to change this trend. The School of Engineering of the University of Valencia (ETSE-UV), Spain, launched in 2011 a pilot program to promote STEM careers, focusing on increasing and retaining the number of female students choosing these studies. Building from this experience, the Girls4STEM project has been launched in 2019 with the aim of reaching female students from 6 to 18 years old, their families and teachers. In this paper, we present and motivate the project's objectives and main activities, framing them in current state of the art's literature. Preliminary results of the pilot program actions are presented, demonstrating the statistically significant impact on the percentage of enrolled female students and motivating the subsequent Girls4STEM project.
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Autores/as:
de Carvalho, Carlos Vaz and Cerar, Špela and Rugelj, Jože and Tsalapatas, Hariklia and Heidmann, Olivier
Resumen:
The gap between male and female participation in computer science education and careers is a worldwide issue that must be addressed by introducing early methodological learning interventions that make computer science attractive to all, that is by answering the following issues: a) misperception among educators, learners, parents and youngsters on the suitability of computer science careers to girls and b) a wrong assumption of an insufficient preparedness to do it successfully. This article presents a European initiative - CODING4GIRLS - that proposes to teach coding through a game design and development process based on a design thinking methodological approach that is linked to creativity and human-centered solutions. In this methodology, students address increasingly complex real-life challenges by designing and developing awareness raising serious games for which they need to learn specific coding concepts.
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