Publications

Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

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Author: search.filters.author.González-González, C. S.Subject: search.filters.subject.STEM

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    COEDU-IN Project: an inclusive co-educational project for teaching computational thinking and digital skills at early ages
    (IEEE, 2021-09-23) González-González, C. S.; Caballero-Gil, P.; García-Holgado, A.; García-Peñalvo, F. J.; Molina, J.; del Castillo-Olivares, J. M.; Candela San Juan, B.; García Cuesta, S.; Perdomo, I.; Caballero-Gil, C.; Gutiérrez-Vela, F.; Paderewski, P.; Violant Holz, V.; Gil Iranzo, R.; Ramos, S.
    Learning to program is the new literacy of the 21st century. Computational thinking, closely related to programming, requires thinking and solving problems with different levels of abstraction and is independent of hardware devices. The early childhood education stage provides teachers with the opportunity to lay the foundations for a comprehensive quality education using innovative tools and technologies. Educational robotics in early childhood education becomes a tool that facilitates the acquisition of knowledge to children, playfully, based on the principles of interactivity, social interrelationships, collaborative work, creativity, constructivist and constructionist learning, and a student-centered didactic approach, allowing in turn that student can acquire digital competencies and develop logical and computational thinking in an underlying way. This project explores the current state of teaching and learning computational thinking and programming in early childhood education in an inclusive manner. Moreover, the lack of diversity and inequality is particularly latent in science, Technology, Engineering, and Mathematics (STEM) fields. Therefore, this work considers this problem and presents an inclusive coeducation approach to this new literacy, eliminating gender stereotypes and extending them to people with Down syndrome and hospitalized minors.
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    Propuestas Europeas para Trabajar en la Brecha de Género en STEM: Un Análisis Sistemático
    (IEEE, 2020-10-01) García-Holgado, A.; Verdugo-Castro, S.; González-González, C. S.; Sánchez-Gómez, M. C.; García-Peñalvo, F. J.
    There is a critical gender gap in the STEM areas at all levels of education and the labour market. In this context, the European Union has included an increase in female participation in STEM as one of its priorities. It has funded a considerable amount of research projects, so a substantial number of institutions and organizations across Europe has worked on the same objective, but there are not an analysis of the proposals and achievements in all those research projects. This work aims to present an overview of the outputs from European research projects developed during the last five years related to the gender gap in STEM
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    Retos para la inclusión de las mujeres en las carreras STEM
    (2021-01-29) González-González, C. S.; García-Holgado, A.
    La baja representación de las mujeres en las carreras STEM (Science, Technology, Engineering and Mathematics) es un problema global que está siendo estudiado y afrontado a través de diversas iniciativas. En este trabajo se presenta un análisis de sobre los factores que influyen en la brecha de género en los estudios STEM, tanto en la elección de la carrera, la retención durante la misma, los apoyos e intervenciones que promueven la diversidad e inclusión. Asimismo, se destacan algunos de los principales retos e iniciativas que podrían ayudar a disminuir la brecha de género en las carreras STEM.