Interacciones pedagógicas, género, competencia percibida, desempeño, e interés en áreas STEM
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Date
2021
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Publisher
Pontificia Universidad Javeriana Cali
Abstract
El presente estudio buscó analizar la relación entre interacciones pedagógicas diferenciadas por género y factores individuales como competencia percibida, desempeño e interés de estudiantes en tres asignaturas STEM (Biología, Sistemas, Matemáticas) de grados 6° a 11°. Se filmaron las interacciones entre profesores y estudiantes, quienes completaron un instrumento de autoinforme para medir su interés y competencia percibida, además de evaluarse su desempeño académico. Participaron 103 estudiantes y cinco profesores de una institución pública en Cali. Los resultados indican niveles medios en interés, competencia percibida y desempeño, con una disminución generalizada conforme avanza el ciclo escolar, y correlaciones positivas moderadas entre interés y competencia percibida. Se encontró que las mujeres muestran menor competencia percibida que los hombres. Se identificaron interacciones diferenciadas por género en la modalidad de reacción evaluativa docente, estableciendo relaciones entre estas y el desempeño, con un impacto positivo para los hombres.
Description
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The present study aimed to analyze the relationship between pedagogical interactions differentiated by gender and individual factors such as perceived competence, performance, and interest among students in three STEM subjects (Biology, Systems, Mathematics) across grades 6 to 11. Interactions between teachers and students were recorded, and students completed a self-report instrument to measure their interest and perceived competence. Performance data in the different subjects were also collected. A total of 103 high school students and five teachers from a public institution in Cali participated. Results indicated moderate levels of interest, perceived competence, and performance, with a general decline across school grades. Significant positive correlations were found between interest and perceived competence. Women demonstrated lower perceived competence compared to men. Gender-differentiated interactions were identified in the mode of teacher evaluative reaction, and relationships were established between three types of gender-differentiated interactions and performance, showing a positive impact for men.
Keywords
STEM, Competencia percibida, Interacciones pedagógicas diferenciadas, Género, Perceived competence, Differentiated pedagogical interactions, Gender