Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education
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, parti...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-11-01
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| Series: | European Journal of Investigation in Health, Psychology and Education |
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| Online Access: | https://www.mdpi.com/2254-9625/14/11/188 |
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| author | Alejandro De la Hoz Serrano Lina Viviana Melo Niño Andrés Álvarez Murillo Miguel Ángel Martín Tardío Florentina Cañada Cañada Javier Cubero Juánez |
| author_facet | Alejandro De la Hoz Serrano Lina Viviana Melo Niño Andrés Álvarez Murillo Miguel Ángel Martín Tardío Florentina Cañada Cañada Javier Cubero Juánez |
| author_sort | Alejandro De la Hoz Serrano |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-93d6aa22e7ab42f08be2081dba27ddd8 |
| institution | Kabale University |
| issn | 2174-8144 2254-9625 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | European Journal of Investigation in Health, Psychology and Education |
| spelling | doaj-art-93d6aa22e7ab42f08be2081dba27ddd82024-11-26T18:01:37ZengMDPI AGEuropean Journal of Investigation in Health, Psychology and Education2174-81442254-96252024-11-0114112865288210.3390/ejihpe14110188Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher EducationAlejandro De la Hoz Serrano0Lina Viviana Melo Niño1Andrés Álvarez Murillo2Miguel Ángel Martín Tardío3Florentina Cañada Cañada4Javier Cubero Juánez5Department of Experimental Science and Mathematics Teaching Area, University of Extremadura, 06006 Badajoz, SpainDepartment of Experimental Science and Mathematics Teaching Area, University of Extremadura, 06006 Badajoz, SpainDepartment of Experimental Science and Mathematics Teaching Area, University of Extremadura, 06006 Badajoz, SpainDepartment of Computer and Telematic Systems Engineering, University of Extremadura, 06800 Merida, SpainDepartment of Experimental Science and Mathematics Teaching Area, University of Extremadura, 06006 Badajoz, SpainDepartment of Experimental Science and Mathematics Teaching Area, University of Extremadura, 06006 Badajoz, SpainIn 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.https://www.mdpi.com/2254-9625/14/11/188computational thinkingeducational roboticsgenderscience educationmathematics educationpre-service teachers |
| spellingShingle | Alejandro De la Hoz Serrano Lina Viviana Melo Niño Andrés Álvarez Murillo Miguel Ángel Martín Tardío Florentina Cañada Cañada Javier Cubero Juánez Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education European Journal of Investigation in Health, Psychology and Education computational thinking educational robotics gender science education mathematics education pre-service teachers |
| title | Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education |
| title_full | Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education |
| title_fullStr | Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education |
| title_full_unstemmed | Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education |
| title_short | Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education |
| title_sort | analysis of gender issues in computational thinking approach in science and mathematics learning in higher education |
| topic | computational thinking educational robotics gender science education mathematics education pre-service teachers |
| url | https://www.mdpi.com/2254-9625/14/11/188 |
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