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Didactic Strategies for the Education of Computational Thinking from a Gender Perspective: A Systematic Review

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dc.contributor.authorTorres Torres, Yucnary-Daitiana
dc.contributor.authorRomán González, Marcos
dc.contributor.authorPérez González, Juan Carlos
dc.date.accessioned2025-02-20T12:46:10Z
dc.date.available2025-02-20T12:46:10Z
dc.date.issued2024-03-13
dc.descriptionEsta es la versión pre-print del artículo. La versión registrada fue publicada por primera vez en European Journal of Education, e 12640, está disponible en línea en el sitio web del editor: https://doi.org/10.1111/ejed.12640. This is the pre-print version of the article. The registered version was first published in the European Journal of Education, e 12640, is available online at the publisher's website: https://doi.org/10.1111/ejed.12640.
dc.description.abstractComputational 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.en
dc.description.versionversión original
dc.identifier.citationTorres-Torres, Y.-D., Román-González, M., & Pérez-González, J.-C., (2024). Didactic Strategies for the education of computational thinking from a gender perspective: A systematic review. European Journal of Education, e 12640. https://doi.org/10.1111/ejed.12640
dc.identifier.doihttps://doi.org/10.1111/ejed.12640
dc.identifier.issn0141-8211; eISSN:1465-3435
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25939
dc.journal.titleEuropean Journal of Education
dc.language.isoen
dc.publisherWiley
dc.relation.centerEscuela Internacional de Doctorado
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
dc.subject.keywordsGender gapen
dc.subject.keywordsGirls in STEMen
dc.subject.keywordsComputational Thinkingen
dc.subject.keywordscomputer science educationen
dc.subject.keywordsprimary schoolen
dc.subject.keywordselementary educationen
dc.titleDidactic Strategies for the Education of Computational Thinking from a Gender Perspective: A Systematic Reviewen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationf326c028-97b6-4d2b-bfdf-25491ee66c8a
relation.isAuthorOfPublication4e68c35a-c79e-44cd-8efb-99bec46ae2e8
relation.isAuthorOfPublication.latestForDiscoveryf326c028-97b6-4d2b-bfdf-25491ee66c8a
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