Open AccessLa enseñanza de STEM en Educación Primaria desde una perspectiva de género.
Author(s) -
Javier Arabit García,
Ma Paz Prendes Espinosa,
José Luis Serrano Sánchez
Publication year - 2021
Publication title -
fuentes/revista fuentes
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.132
H-Index - 2
eISSN - 2172-7775
pISSN - 1575-7072
DOI - 10.12795/revistafuentes.2021.v23.i1.12266
Subject(s) - exploratory research , psychology , school teachers , relation (database) , pedagogy , sociology , computer science , social science , database
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.