Chile STEM 高校入学学生计算思维中的不平等现象
摘要
尽管计算思维作为一种全球必备技能，但拉美地区的正式初中教育几乎不包含培养其的机制。该地区学生获取计算思维技能的程度仍然鲜为人知。为填补这一空白，本文 presenting findings from a cross-sectional study that characterizes the computational thinking abilities of incoming students at a Chilean university with a strong emphasis on STEM disciplines. Based on more than 500 responses, this study provides evidence of significant inequalities in computational thinking across gender, type of school (private or no), and prior programming knowledge. The discussion offers insights into how these disparities relate to contextual factors of the country, such as a highly socio-economically segregated educational system, public policies focused mainly on technology access, and heavy reliance on voluntary initiatives, to develop computational thinking. The findings can enlighten upcoming research endeavors and formulate strategies to create a more equitable field for students entering STEM degrees in nations facing similar circumstances.
引用
@article{arxiv.2407.15833,
title = {Inequalities in Computational Thinking Among Incoming Students in an STEM Chilean University},
author = {Felipe González-Pizarro and Claudia López and Andrea Vásquez and Carlos Castro},
journal= {arXiv preprint arXiv:2407.15833},
year = {2024}
}
备注
Pre-print. Final version published in: IEEE Transactions on Education