ERIC Number: EJ1459386
Record Type: Journal
Publication Date: 2025
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1539-1523
EISSN: EISSN-1945-0818
Available Date: N/A
Gender Perspective in the Computational Thinking Program of Uruguay: Teachers' Perceptions and Results of the Bebras Tasks
Camila Porto; Emiliano Pereiro; María Eugenia Curi; Victor Koleszar; Alar Urruticoechea
Journal of Research on Technology in Education, v57 n1 p41-55 2025
The Uruguayan computational thinking (CT) program promotes CT skills for students in fourth, fifth, and sixth grades. Since 2017, it has reached over 70,000 students, with participation and Bebras challenge performance equally distributed by gender. This study examines gender perspectives in the program, focusing on teacher perceptions, student outcomes, and participation. Positive initiatives to encourage girls' involvement are described. A survey revealed a slight preference among teachers for boys in programming and CT skills. Bebras results showed girls performed equally well, or better, than boys. The findings highlight that while progress has been made toward gender equality in Uruguay's CT program, challenges remain. The fact that girls perform as well as boys is promising. Addressing teacher biases and gender stereotypes can help create a more inclusive environment for all students to develop CT skills.
Descriptors: Computation, Thinking Skills, Foreign Countries, Teacher Attitudes, Grade 4, Grade 5, Grade 6, Outcomes of Education, Student Participation, Gender Differences, Gender Issues, Sex Fairness, Academic Achievement, Skill Development, Gender Bias, Programming, Program Evaluation, Equal Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Uruguay
Grant or Contract Numbers: N/A
Author Affiliations: N/A