¿Cómo incentivar la educación STEM en niñas?: Una revisión de literatura
Resumo
Around the world, women have a low representation in STEM careers. This phenomenon is puzzling when there is a labor market that increasingly requires professionals from these disciplines. Factors such as gender stereotypes and lack of information about these careers negatively affect girls' interest and motivation in this field. The objective of this article is to carry out a literature review of the various initiatives carried out to encourage STEM education in girls. Bootcamps, workshops, and serious games are the three types of most common initiatives. Of all these, serious games seem to have represented so far, a more effective strategy.
Referências
Akkuş Çakır, N., Gass, A., Foster, A., & Lee, F. J. (2017). Development of a game-design workshop to promote young girls’ interest towards computing through identity exploration. Computers and Education, 108, 115–130. https://doi.org/10.1016/j.compedu.2017.02.002
Amaral, M. A., Bim, S. A., Boscarioli, C., & Maciel, C. (2015). Introducing computer science to Brazilian girls in elementary school through HCI concepts. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9187, 141–152. https://doi.org/10.1007/978-3-319-20898-5_14
Avolio, B. (2021). Peruvian Women’s Underrepresentation in Science and Technology: Strategic Guidelines. Global Business Review. https://doi.org/10.1177/09721509211029727
Ball, C., Huang, K. T., Cotten, S. R., & Rikard, R. v. (2020). Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides. Games and Culture, 15(5), 501–528. https://doi.org/10.1177/1555412018812513
Concytec (2016). I Censo Nacional de Investigación y Desarrollo a Centros de Investigación.Concytec. [link].
Delgado, A., Rosa, A., Marotta, A., Sanz, C., Sosa, R., Marzoa, M., & Etcheverry, L. (2021). An experience on virtual hands-on workshops to bring teenage girls to Computer Science in Uruguay. [link].
Faenza, F., Canali, C., Colajanni, M., & Carbonaro, A. (2021). The digital girls response to pandemic: Impacts of in presence and online extracurricular activities on girls future academic choices. Education Sciences, 11(11). https://doi.org/10.3390/educsci11110715
Fondo de las Naciones Unidas para los Niños y Hiperderecho (2022). Resultados del “Estudio exploratorio sobre brechas digitales de género en población adolescente en Perú”. [link].
Foro Económico Mundial (2020). The future of Jobs Report 2020. [link].
Gannod, G. C., Burge, J. E., McIe, V., Doyle, M., & Davis, K. C. (2015). Increasing awareness of computer science in high school girls. Proceedings - Frontiers in Education Conference, FIE, 2015-February (February). https://doi.org/10.1109/FIE.2014.7044456
Gutica, M. (2021). Fostering High School Girls’ Interest and Attainment in Computer Science. Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 471–477. https://doi.org/10.1145/3430665.3456353
Holanda, M. y Da Silva, D. (2021). Latin American Women and Computer Science: A Systematic Literature Mapping. IEEE Transactions on Education, 1–17. https://doi.org/10.1109/TE.2021.3115460
ManpowerGroup (2018). Resolviendo la Escasez de Talento: Construir, Adquirir, Tomar prestado y tender puentes. ManpowerGroup. [link].
Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers and Education, 59(2), 497–504. https://doi.org/10.1016/j.compedu.2011.12.019
Petticrew, M., Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Souza, S. M., & Bittencourt, R. A. (2019). Computer Programming Workshops with Playful Environments for Middle School Girls. Proceedings - Frontiers in Education Conference, FIE, 2018-October. https://doi.org/10.1109/FIE.2018.8659111
Starr, C. R. (2018). “I’m Not a Science Nerd!”: STEM Stereotypes, Identity, and Motivation Among Undergraduate Women. Psychology of Women Quarterly, 42(4). https://doi.org/10.1177/0361684318793848
Stewart-Gardiner, C., Carmichael, G., Latham, J., Lozano, N., & Greene, J. (2013). Influencing middle school girls to study computer science through educational computer games. J. Comput. Sci. Coll. 28, 6 (June 2013), 90–97.
SUNEDU (2020). II Informe bienal sobre la realidad universitaria en el Perú. Sunedu. https://repositorio.minedu.gob.pe/handle/20.500.12799/6911
Wang, C., & Frye, M. (2019). MiniGEMS 2018 Summer Camp Evaluation: Empowering Middle School Girls in STEAM. 2019 9th IEEE Integrated STEM Education Conference, ISEC 2019. https://doi.org/10.1109/ISECon.2019.8881981
Wang, M., & Zheng, X. (2021). Using Game-Based Learning to Support Learning Science: A Study with Middle School Students. Asia-Pacific Education Researcher, 30(2), 167–176. https://doi.org/10.1007/s40299-020-00523-z
Amaral, M. A., Bim, S. A., Boscarioli, C., & Maciel, C. (2015). Introducing computer science to Brazilian girls in elementary school through HCI concepts. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9187, 141–152. https://doi.org/10.1007/978-3-319-20898-5_14
Avolio, B. (2021). Peruvian Women’s Underrepresentation in Science and Technology: Strategic Guidelines. Global Business Review. https://doi.org/10.1177/09721509211029727
Ball, C., Huang, K. T., Cotten, S. R., & Rikard, R. v. (2020). Gaming the SySTEM: The Relationship Between Video Games and the Digital and STEM Divides. Games and Culture, 15(5), 501–528. https://doi.org/10.1177/1555412018812513
Concytec (2016). I Censo Nacional de Investigación y Desarrollo a Centros de Investigación.Concytec. [link].
Delgado, A., Rosa, A., Marotta, A., Sanz, C., Sosa, R., Marzoa, M., & Etcheverry, L. (2021). An experience on virtual hands-on workshops to bring teenage girls to Computer Science in Uruguay. [link].
Faenza, F., Canali, C., Colajanni, M., & Carbonaro, A. (2021). The digital girls response to pandemic: Impacts of in presence and online extracurricular activities on girls future academic choices. Education Sciences, 11(11). https://doi.org/10.3390/educsci11110715
Fondo de las Naciones Unidas para los Niños y Hiperderecho (2022). Resultados del “Estudio exploratorio sobre brechas digitales de género en población adolescente en Perú”. [link].
Foro Económico Mundial (2020). The future of Jobs Report 2020. [link].
Gannod, G. C., Burge, J. E., McIe, V., Doyle, M., & Davis, K. C. (2015). Increasing awareness of computer science in high school girls. Proceedings - Frontiers in Education Conference, FIE, 2015-February (February). https://doi.org/10.1109/FIE.2014.7044456
Gutica, M. (2021). Fostering High School Girls’ Interest and Attainment in Computer Science. Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 471–477. https://doi.org/10.1145/3430665.3456353
Holanda, M. y Da Silva, D. (2021). Latin American Women and Computer Science: A Systematic Literature Mapping. IEEE Transactions on Education, 1–17. https://doi.org/10.1109/TE.2021.3115460
ManpowerGroup (2018). Resolviendo la Escasez de Talento: Construir, Adquirir, Tomar prestado y tender puentes. ManpowerGroup. [link].
Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers and Education, 59(2), 497–504. https://doi.org/10.1016/j.compedu.2011.12.019
Petticrew, M., Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Souza, S. M., & Bittencourt, R. A. (2019). Computer Programming Workshops with Playful Environments for Middle School Girls. Proceedings - Frontiers in Education Conference, FIE, 2018-October. https://doi.org/10.1109/FIE.2018.8659111
Starr, C. R. (2018). “I’m Not a Science Nerd!”: STEM Stereotypes, Identity, and Motivation Among Undergraduate Women. Psychology of Women Quarterly, 42(4). https://doi.org/10.1177/0361684318793848
Stewart-Gardiner, C., Carmichael, G., Latham, J., Lozano, N., & Greene, J. (2013). Influencing middle school girls to study computer science through educational computer games. J. Comput. Sci. Coll. 28, 6 (June 2013), 90–97.
SUNEDU (2020). II Informe bienal sobre la realidad universitaria en el Perú. Sunedu. https://repositorio.minedu.gob.pe/handle/20.500.12799/6911
Wang, C., & Frye, M. (2019). MiniGEMS 2018 Summer Camp Evaluation: Empowering Middle School Girls in STEAM. 2019 9th IEEE Integrated STEM Education Conference, ISEC 2019. https://doi.org/10.1109/ISECon.2019.8881981
Wang, M., & Zheng, X. (2021). Using Game-Based Learning to Support Learning Science: A Study with Middle School Students. Asia-Pacific Education Researcher, 30(2), 167–176. https://doi.org/10.1007/s40299-020-00523-z
Publicado
06/08/2023
Como Citar
PONCE, Kory; RODRIGUEZ-RODRIGUEZ, Nadia; SUNI-LOPEZ, Franci.
¿Cómo incentivar la educación STEM en niñas?: Una revisión de literatura. In: WOMEN IN INFORMATION TECHNOLOGY (WIT), 17. , 2023, João Pessoa/PB.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 1-12.
ISSN 2763-8626.
DOI: https://doi.org/10.5753/wit.2023.230542.
