English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The number of women in technical fields is far below the average number ofmales, especially in developed countries. Gender differences in STEM arealready present in secondary schools in students aged between 12 to 15 years.Adolescence is a critical time for identity formation, and self-attributes area source for internal conflicts, especially for female teenagers. It is duringthis intermediate female adolescence that girls begin to make critical careerchoices, which therefore makes this a key age to reinforce them and reduce thegender disparities in ICT. Computational thinking skills are important from aphilosophical point of view, since they allow us to understand the foundationsof rational thought in a clear, easily understandable, but also inspiring andchallenging way. To address the gender bias in schools, one of the goals of theEuropean H2020 project No One Left Behind (NOLB) included integrating PocketCode, a free open source app developed by the non-profit project Catrobat, intodifferent school lessons. Through game design, Pocket Code allows teenage girlsto incorporate diversity and inclusiveness, as well as the ability to reflecttheir cultural identity, their emotions, their likes, and their ways ofinteracting and thinking. To evaluate the impact of the use of the app in thesecourses, we captured the results on engaging girls in design and codingactivities. For this paper, the authors present the data of surveys during thesecond cycle of the project. With a focus on female teenagers, the resultsallow us to conclude that a suitable classroom setting is significantly moreimportant for them than the coding tool itself.

Female Teenagers and Coding: Create Gender Sensitive and Creative Learning Environments