Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education
Bibliographic Data
| ID | 16945992 |
|---|---|
| Authors | Alejandro De la Hoz Serrano (0000-0001-6362-3879, Universidad de Extremadura, corresponding author), Lina Viviana Melo Niño (0000-0003-4771-058X, Universidad de Extremadura), Andrés Álvarez Murillo (0000-0001-9250-5118, Universidad de Extremadura), Miguel Ángel Martín Tardío (0000-0002-2575-6934, Universidad de Extremadura), Florentina Cañada Cañada (0000-0001-5544-0423, Universidad de Extremadura), Javier Cubero Juánez (0000-0003-1658-1041, Universidad de Extremadura) |
| Year | 2024 |
| Volume | 14 |
| Issue | 11 |
| Pages | 2865-2882 |
| Publication date | 2024-11-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Investigation in Health, Psychology and Education (JOURNAL) |
| Journal identifiers | ISSN: 2174-8144 • E-ISSN: 2254-9625 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/ejihpe14110188 |
| PMID | 39590025 |
| OpenAlex | W4404181731 |
| Language | EN |
| Citations received | 3 |
| References cited | 41 |
In the contemporary era, Computational Thinking has emerged as a crucial skill for individuals to possess in order to thrive in the 21st century. In this context, there is a need to develop a methodology for cultivating these skills within a science and mathematics content education framework, particularly among pre-service teachers. This study aimed to investigate the impact of Educational Robotics on the development of Computational Thinking skills, with a particular focus on the role of gender, through a scientific and mathematical content teaching approach. A pre-experimental design with a quantitative approach was employed, and it was implemented with a total of 116 pre-service teachers, 38 males and 78 females. The results demonstrated a notable enhancement between the pre-test (8.11) and post-test (9.63) scores, emphasising specific concepts such as simple functions, while, and compound conditional. With respect to gender, statistically significant differences were identified prior to the intervention, but not following its implementation. The high level of Computational Thinking exhibited by both genders was comparable (53.85% in females and 55.26% in males) following the intervention. This indicates that the intervention is a promising approach for enhancing Computational Thinking proficiency, independent of gender and initial proficiency levels. The implementation of Educational Robotics in the teaching of science and mathematics enables the enhancement of Computational Thinking abilities among pre-service teachers, while reducing the observed gender disparity in this area of skill development
Biology · Computational Thinking · Mathematics education · Science education · Psychology · Radiation Effects in Electronics · Teaching and Learning Programming
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| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |