从性别角度看小学教育中的STEM教学。

IF 0.3 Q4 HISTORY
Javier Arabit García, María Paz Prendes Espinosa, José Luis Serrano Sánchez
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引用次数: 1

摘要

本研究的目的是确定来自七所小学的141名学生和67名教师在STEM教学方面的需求,发现可能的性别差异和相似之处。这个目标是欧洲creatskills项目的一部分。在探索性和非实验性研究设计的基础上,通过双重程序(专家判断和试点研究)使用了两份有效问卷。结果表明,教师需要额外的STEM教学资源和培训,而学生更喜欢使用数字资源和进行实验工作。在性别差异方面,女教师比男教师对STEM教学持更批判的态度,但在学生中没有发现显著的性别差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
La enseñanza de STEM en Educación Primaria desde una perspectiva de género.
The aim of this study is to identify the needs of 141 students and 67 teachers from seven Primary Education schools in relation to STEM teaching, detecting possible gender differences and similarities. This objective is part of the european CREATEskills project. On the basis of an exploratory and non-experimental research design, two validated questionnaires were used through a dual procedure (expert judgment and pilot study). The results indicate that teachers demand additional resources and training for STEM teaching, while students prefer to use digital resources and conduct experimental work. In relation to gender differences, female teachers adopted a more critical view of STEM teaching in comparison to male teachers, but no significant gender differences were identified among students.
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