El reto de alentar a las niñas a introducirse en campos STEM

Referencias

An, S. (2020). The impact of STEAM integration on preservice teachers’ disposition and knowledge. Journal of Research in Innovative Teaching & Learning, 13(1), 27-42. Adams, A. E., Miller, B. G., Saul, M. y Pegg, J. (2014). Supporting elementary pre-service teachers to teach STEM through place-based teaching and learning experiences. The Electronic Journal for Research in Science & Mathematics Education, 18(5), 1-22. Bergsten, C. y Frejd, P. (2019). Preparing pre-service mathematics teachers for STEM education: an analysis of lesson proposals. ZDM, 51(6), 941-953. Brown, J. (2012). The current status of STEM education research. Journal of STEM Education: Innovations and Research, 13(5), 7-11. Ceci, S. J. y Williams, W. M. (2011). Understanding current causes of women’s underrepresentation in science. Proceedings of the National Academy of Sciences, 108(8), 3157-3162. Ceci, S. J., Williams, W. M. y Barnett, S. M. (2009). Women’s underrepresentation in science: sociocultural and biological considerations. Psychological Bulletin, 135(2), 218. Cheryan, S., Ziegler, S. A., Montoya, A. K. y Jiang, L. (2017). Why are some STEM fields more gender balanced than others? Psychological bulletin, 143(1), 135. Corbett, C. y Hill, C. (2015). Solving the Equation: The Variables for Women’s Success in Engineering and Computing. American Association of University Women. Dönmez, I. y Idin, ". (2020). Determination of the STEM Career Interests of Middle School Students. Indexing/Abstracting, 16(4), 1. English (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(S1), 5-24. García-Holgado, A., González, C. y Peixoto, A. (2019, octubre). Bridging the diversity gap in STEM. En: Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 193-195). Gonzalez, H. B. y Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Congressional Research Service, Library of Congress. Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L. y Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(1), 105-123. Hill, C., Corbett, C. y St Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. American Association of University Women. Jackson, C. D. y Mohr-Schroeder, M. J. (2018). Increasing STEM literacy via an informal learning environment. Journal of STEM Teacher Education, 53(1), 4. Kelley, T. R. y Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM education, 3(1), 1-11. Kennedy, T. J. y Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258. Kurup, P. M., Li, X., Powell, G. y Brown, M. (2019). Building future primary teachers’ capacity in STEM: based on a platform of beliefs, understandings and intentions. International Journal of STEM Education, 6(1), 1-14. Ministerio de Educación y Formación Profesional (2021). Alianza STEM por el talento femenino. http://www.educacionyfp.gob.es/ prensa/actualidad/2021/02/110221-alianzasteam.html Monsalve, L., Yasvily, P. y Villalonga. (2020). Ciencia y Tecnología: la brecha de género en Europa y América Latina. Atenas, 1(49), 135150. Murray, J. (2019). Routes to STEM: Nurturing Science, Technology, Engineering and Mathematics in early years education. Int. J. Early Years Educ., 27, 219-221. Nguyen, T. P. L., Nguyen, T. H. y Tran, T. K. (2020). STEM education in secondary schools: Teachers’ perspective towards sustainable development. Sustainability, 12(21), 8865. Saraç, H. (2018). The Effect of Science, Technology, Engineering and Mathematics-STEM Educational Practices on Students’ Learning Outcomes: A Meta-Analysis Study. Turkish Online Journal of Educational Technology-TOJET, 17(2), 125-142. Siew, N. M., Amir, N. y Chong, C. L. (2015). The perceptions of regarding a project-based STEM approach to teaching science. Springer Plus, 4(1), 1-20. Siregar, N. C., Rosli, R., Maat, S. M. y Capraro, M. M. (2019). The effect of science, technology, engineering and mathematics (STEM) program on students’ achievement in mathematics: A meta-analysis. International Electronic Journal of Mathematics Education, 15(1), em0549. Stoet, G. y Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581-593. Thomas, B. y Watters, J. J. (2015). Perspectives on Australian, Indian and Malaysian approaches to STEM education. International Journal of Educational Development, 45, 42-53. Unesco (2017). Measuring gender equality in science and engineering: the SAGA toolkit. SAGA Working Paper 2. Unesco. Williams, J. (2011). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 16(1). Wright, G., Reeves, E., Williams, P. J., Morrison-Love, D., Patrick, F., Gineste, J., Mammes, I. y Graube, G. (2018). Abridged international perspectives of technology education and its connection to STEM education. International Journal of Education, 10(4), 31-56. Yang, Y. y Carroll, D. W. (2018). Gendered Microaggressions in Science, Technology, Engineering, and Mathematics. Leadership and research in Education, 4, 28-45.