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ICT Integration into Science Education and Its Relationship to the Digital Gender Gap

Author

Listed:
  • Ascensión Palomares-Ruiz

    (Department of Pedagogy, Universidad de Castilla-La Mancha, Plaza de la Universidad, 3, 02071 Albacete, Spain)

  • Antonio Cebrián

    (Department of Pedagogy, Universidad de Castilla-La Mancha, Plaza de la Universidad, 3, 02071 Albacete, Spain)

  • Emilio López-Parra

    (Department of Pedagogy, Universidad de Castilla-La Mancha, Plaza de la Universidad, 3, 02071 Albacete, Spain)

  • Eduardo García-Toledano

    (Department of Pedagogy, Universidad de Castilla-La Mancha, Plaza de la Universidad, 3, 02071 Albacete, Spain)

Abstract

The objective of the research is to know whether the use of technologies in the teaching of sciences, in the face of more traditional methods, influences gender differences, justifying the low enrolment of women in technical careers. The study was developed using a pretest–posttest quasi-experimental method through a nonequivalent control group with traditional methodology and common instruments such as the textbook, while in the experimental group, methodologies based on the management of ICT tools were made. We make a quantitative contrast of the impact on learning, considering the advantages and disadvantages of using technologies in science teaching, versus more traditional methods. The experimental group showed a higher motivation, being seen in the impact on better learning scores compared to the control group. We found that women scored higher than men in both pretest and posttest. We conclude by emphasizing the desirability of a transformation of science teaching methodologies by using ICT tools that allow more visual, intuitive, and collaborative work, with greater involvement of students.

Suggested Citation

  • Ascensión Palomares-Ruiz & Antonio Cebrián & Emilio López-Parra & Eduardo García-Toledano, 2020. "ICT Integration into Science Education and Its Relationship to the Digital Gender Gap," Sustainability, MDPI, vol. 12(13), pages 1-9, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:13:p:5286-:d:378452
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    Citations

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    Cited by:

    1. Marcos Cabezas-González & Sonia Casillas-Martín & Ana García-Valcárcel Muñoz-Repiso, 2021. "Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks," Sustainability, MDPI, vol. 13(8), pages 1-16, April.
    2. Marcos Cabezas-González & Sonia Casillas-Martín & Francisco José García-Peñalvo, 2021. "The Digital Competence of Pre-Service Educators: The Influence of Personal Variables," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    3. Ibrahim Arpaci & Abdullah Kaya & Mahadi Bahari, 2023. "Investigating the Influence of an Arduino-Based Educational Game on the Understanding of Genetics among Secondary School Students," Sustainability, MDPI, vol. 15(8), pages 1-11, April.
    4. Salvador Baena-Morales & Rosabel Martinez-Roig & María J. Hernádez-Amorós, 2020. "Sustainability and Educational Technology—A Description of the Teaching Self-Concept," Sustainability, MDPI, vol. 12(24), pages 1-20, December.
    5. Mario Grande-de-Prado & Ruth Cañón & Sheila García-Martín & Isabel Cantón, 2020. "Digital Competence and Gender: Teachers in Training. A Case Study," Future Internet, MDPI, vol. 12(11), pages 1-15, November.

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