从性别角度看计算思维教育的教学策略:系统回顾

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Journal of Education Pub Date : 2024-03-13 DOI:10.1111/ejed.12640
Yucnary-Daitiana Torres-Torres, Marcos Román-González, Juan-Carlos Perez-Gonzalez
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引用次数: 0

摘要

计算思维(CT)对于 STEM 领域的发展至关重要,而该领域仍然缺乏女性代表。计算思维的教与学(T/L)应纳入旨在消除性别偏见并将女童/妇女融入其中的教学策略。针对 "在中小学计算机辅助教学(T/L)中实施了哪些教学策略?我们按照专门为本综述设计的 PRISMA 协议进行了系统性综述。研究分析了教学策略(DS),并考察了这些策略是否包含本文提出的所谓 "最低限度行动"(MA),以此作为将女性纳入 CT 的策略。研究结果表明,实施这些行动的研究数量有限。总之,迫切需要继续开发纳入这些 "最低行动 "的教学策略,以便有效地将女童和妇女纳入 CT,使她们在 CT 的进步和发展中发挥核心作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Didactic strategies for the education of computational thinking from a gender perspective: A systematic review

Computational Thinking (CT) is crucial for the advancement of the STEM field, where there continues to be a lack of female representation. Teaching and learning (T/L) of CT should incorporate didactic strategies that aim to eliminate gender biases and integrate girls/women into this context. In response to the question, “What didactic strategies have been implemented in the T/L of CT in primary and secondary education?”. A systematic review was conducted following a PRISMA protocol specifically designed for this review. The study analysed Didactic Strategies (DS) and examined whether they incorporated the so-called “minimum actions” (MA) proposed in this article as a strategy to integrate females into CT. The findings revealed a limited number of studies that implemented these actions. In conclusion, there is an urgent need to continue developing DS that incorporate these MA to effectively integrate girls and women into CT, allowing them to play a central role in its advancement and development.

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来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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