Using electronic sensors to support gender neutral STEM activities in primary school

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The Science, Technology, Engineering, and Mathematics (STEM) gender divide is still a nowadays multidimensional problem. During the last decades, research has been studying the factors that can contribute to close the gender gap in what concerns participation, achievement and progression in STEM education. The empirical study presented in this paper assessed, with a gender perspective, the results of the use of electronic sensors to explore and solve environmental health problems by children of four primary school classes. The developed experiment was designed to promote gender inclusion. The results evidenced that children acquired knowledge linked to the use of the sensors, and were able to produce suggestions to solve the explored problems. Nonetheless, gender differences were not promoted by the experiment didactic activities, evidencing affordances of such activities to narrow gender gaps.
Original languageEnglish
Title of host publicationProceedings of the 21st International Symposium on Computers in Education (SIIE 2019)
EditorsCélio Gonçalo Marques, Isabel Pereira, Diana Pérez
Place of PublicationTomar
PublisherInstituto Politécnico de Tomar
Pages31-36
Number of pages6
ISBN (Print)978-989-8840-39-4
DOIs
Publication statusPublished - 2019
EventXXI Simpósio Internacional de Informática Educativa - Tomar
Duration: 21 Nov 201923 Nov 2019
http://www.siie2019.ipt.pt/

Conference

ConferenceXXI Simpósio Internacional de Informática Educativa
CityTomar
Period21/11/1923/11/19
Internet address

Keywords

  • Electronic sensors
  • Gender
  • Children
  • Environmental health

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  • Cite this

    Silva, M. J., Ferreira, E., & Batista, S. P. M. (2019). Using electronic sensors to support gender neutral STEM activities in primary school. In C. G. Marques, I. Pereira, & D. Pérez (Eds.), Proceedings of the 21st International Symposium on Computers in Education (SIIE 2019) (pp. 31-36). Tomar: Instituto Politécnico de Tomar. https://doi.org/10.1109/SIIE48397.2019.8970111