Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education

Area of Science:

• STEM Education
• Educational Technology
• Teacher Training

Background:

• Computational Thinking (CT) is essential for 21st-century success.
• Developing CT skills in pre-service teachers is critical for future educators.
• Integrating CT into science and mathematics content education requires effective methodologies.

Purpose of the Study:

• To investigate the impact of Educational Robotics on CT skill development.
• To examine the role of gender in CT skill enhancement through Educational Robotics.
• To assess the effectiveness of a science and mathematics content teaching approach using Educational Robotics.

Main Methods:

• A pre-experimental, quantitative research design was utilized.
• The study involved 116 pre-service teachers (38 males, 78 females).
• Educational Robotics was implemented within science and mathematics content instruction.

Main Results:

• Significant improvement in CT scores from pre-test (8.11) to post-test (9.63) was observed.
• Initial gender-based differences in CT skills disappeared post-intervention.
• Comparable high levels of CT proficiency were achieved by both genders (females: 53.85%, males: 55.26%).

Conclusions:

• Educational Robotics is a promising intervention for enhancing CT skills in pre-service teachers.
• The intervention effectively boosts CT proficiency irrespective of gender or initial skill level.
• Educational Robotics integration in STEM teaching reduces gender disparities in CT skill development.