Engineering and Architecture
Nanoscience, Materials and Chemical Engineering
Determining interpersonal differences concerning preferences and performance in teaching methodologies in enginnering
Why does female representation in many engineering studies do not reach 10%?
A low female participation in technological studies implies economic losses in the creation and generation of new ideas, as well as loss of their diversity.
It is necessary to know the origin of the problem, to design the suitable measures to solve it.
The origin of the difference in the relative number of women and men studying scientific-technological degrees has been widely studied and discussed from various points of view and by professionals from fields as diverse as psychology, social sciences, biology, medicine and neuroscience, among others. Some authors have proposed that gender differences in scientific-technological studies could be due to biological or psychological differences.
But no research has been able to show that the anatomical differences between the brains of men and women determine their cognitive abilities. However, the influence of sex hormones should be considered in terms of social competences, as several studies indicate, that they would affect the response to various emotions such as stress or fear, differently to women and men, and therefore it indirectly conditions memory and cognition.
On the other hand, another cause of the low female presence in technological studies would be cultural. The existence of feminine and masculine stereotypes would have promoted to believe that women are less talented for the STEM areas (Science, Technology, Engineering and Maths). Consequently girls underestimate their abilities and do not consider themselves capable of carrying out this type of studies.
Therefore, the objective of this reserach project is to investigate the interpersonal differences concerning preferences and performance in different teaching methodologies in enginnering and study in which way subjects and courses promote and considere these differences. We propose that preferences and performance in teaching methodologies will depend on gender.
In order to obtain the necessary data, students will be asked to answer an anonymous qualitative test of teaching methodologies and performance.
Afterwards, data collected (learning styles test and performances) will be collected and conveniently treated through complex networks.
37.5 hours a week
|This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No. 713679|