=Paper=
{{Paper
|id=Vol-3607/paper17
|storemode=property
|title=Results of playful STEM-promotion: Software
engineering career: Universidad Técnica Nacional, in
2022
|pdfUrl=https://ceur-ws.org/Vol-3607/paper17.pdf
|volume=Vol-3607
|authors=Kattia Rebeca Rodríguez-Brenes,Ana Magali Salazar-Ávila,Marielos Murillo-Herrera
|dblpUrl=https://dblp.org/rec/conf/lawcc/Rodriguez-Brenes23
}}
==Results of playful STEM-promotion: Software
engineering career: Universidad Técnica Nacional, in
2022==
https://ceur-ws.org/Vol-3607/paper17.pdf
Results of playful STEM-promotion: Software engineering
career: Universidad Técnica Nacional, in 2022
Kattia Rebeca Rodríguez-Brenes1, Ana Magali Salazar-Ávila2 y Marielos Murillo
Herrera3
1 Universidad Técnica Nacional (UTN), Villa Bonita, Alajuela, Costa Rica
2 Universidad Técnica Nacional (UTN), Villa Bonita, Alajuela, Costa Rica
3 Universidad Técnica Nacional (UTN), Villa Bonita, Alajuela, Costa Rica
Abstract
Promoting equal opportunity participation in science, technology, engineering and mathematics
(STEM) careers and programs in the underage population, especially at the school level, has been
visible in recent years. This stimulation is fostered by the interest of institutions and by
educational policies, in encouraging people at an early age, to be involved in these disciplines. To
achieve this, it is necessary that the family nucleus, school, teachers and instances encourage
them to aspire and choose STEM careers in the future. This paper shows the results of the
execution and reflection phases of the “Playful STEM-promotion: an initiative to encourage STEM
programs in primary schools”, in 2022, developed by university students of the software
engineering career of the Universidad Técnica Nacional (UTN), in two elementary schools located
in the central valley. The results demonstrate the importance of gender sensitivity and social
responsibility from elementary school with recreational activities, which would allow positive
inspiration.
Keywords
Gender, educational game, social responsibility, volunteering
Actas XV Congreso de Mujeres Latinoamericanas en Computación 2023, 16 al 20 de octubre de 2023, La Paz,
Bolivia
krodriguezb@utn.ac.cr (A.1); asalazara@utn.ac.cr (A.2); mmurilloh@utn.ac.cr (A.3)
ORCID: 0000-0002-7684-5769 (A.1); 0000-0003-1775-8689 (A.2); 0000-0001-6809-6780 (A.3)
© 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
Workshop
Proceedings
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
1. Introduction
The issues of gender equality and opportunity in disciplines categorized as STEM (science,
technology, engineering and mathematics) have been much more encouraged in recent decades,
both locally and regionally [1], [3], [ 4], [5], with an emphasis on the underage population [2], [9].
In this sense, the approach of STEM careers allows the different areas of knowledge to be used [7],
in promoting critical thinking in learners and simulating daily life, so that problems require to be
confronted with different knowledge or fields of knowledge in order to find a solution. The last
can be done by contextualizing training in skills such as creativity, adaptability, self-confidence,
teamwork and decision-making [11]. Thus, it is possible relax the application of learning strategies
in different areas, such as through games [8] and, then, for students to experience learning in a fun
way by meaningfully and interactively understanding knowledge [12]. Those are spaces with
equal opportunities for children [28] and their expression of isolated ideas (multidisciplinary) or
integrated into the process of solving real problems (interdisciplinary and trans disciplinary) [13].
Studies indicate that despite efforts to reduce gender equity and opportunity biases in the
choice of majors and professions [14], a marked underrepresentation [15] and inequality
continue to be observed, mainly in the female population when compared to the male [16] and
more so when choosing to study a major/career associated with STEM [20]. It has been shown
that the existence and magnitude of these gaps often depend on gender stereotypes associated
with specific situations and contexts [21]; that is, they are not natural differences: rather they
are caused by external conditions [19]. These are situations that are framed from an early age in
girls, and that are replicated over time, often due to prejudices, beliefs, and even cognitive ability
factors [9].
As an example, the different types of leadership applied by men and women were analyzed,
so that, while qualities such as autonomy or independence are considered requirements for
leadership, for women with these characteristics, it can be observed that they are penalized for
“transgressing” [22] the feminine stereotype of warmth and conciliation. This reinforces the
need for more proposals to universalize access to education and promote equity for equal
opportunities for students [23]. It is an opportunity to reach and maintain acceptable levels of
learning [24], an initiative such as those proposed in the International Frameworks for Action,
which emphasizes the application of strategies for equality in education, as well as proposals for
change in the attitudes and practices inside and outside schools around maintaining an equal
opportunity. [26]. As well as, at the same time, comparing with the policies developed in Latin
America [18],[25], which potentiate the strategies and actions to reduce the gaps of gender
inequality. [27]
This refers to the enhancement of work in equality and freedom because the teaching
contents analyzed indicate that equity will only be achieved when women can access spaces
traditionally labeled for men [6]. We must create awareness in that everyone (men and women)
enjoy the same rights and, therefore, the same opportunities to build their professional future.
This study the real scope of the initiative of primary school children to participate in equal
opportunities in the selection of STEM majors/careers, the strategies proposed through games
and teaching activities that support their application and eventual benefits [17], the reflection
on social work awareness and strengthening of skills in student volunteers [10] of the software
engineering career at Universidad Técnica Nacional (ISW-UTN)
The structure of this article is as follows: session II identifies what has been worked on
according to the implemented phases and explains the methodology applied to carry it out. In
session III, the implementation of each of the activities carried out in each school is detailed.
In session IV, the discussion of results is established. Session V marks the conclusion.
2. Proposed Methodology
The case study methodology includes: observation, questionnaires, interview and analysis. It
favors putting into practice the selection of the group of university volunteers and their schools
(primary school where some of the volunteers graduated), suggested by these same people, in
order to apply the research.
The research consists of six phases, which has allowed, from the outset, the planning to
determine that the promotion of STEM careers was through recreational activities, executed and
directed by the ISW-UTN volunteer students themselves, and applied in two moments, each one
in a different week. The methodology is also implemented based on Playful STEM-promotion [9].
Therefore, a convenience selection of schools and class groups was carried out. The young
volunteers give back to their schools (preselected), what they learned during their training in
higher education, creating and implementing activities with the children who are in the II Cycle
of Costa Rica´s General Education. Figure 1 represents the process:
Figure 1: Selection phases. (Rodríguez-Brenes, Salazar-Ávila and Murillo-Herrera, 2023)
A description of how the entire process was developed to achieve the objectives of the research
follows:
2.1. Participation of schools
The participating public schools are located, geographically, in Alajuela and Heredia; on this
occasion, remote rural area schools were not chosen to further facilitate access, given the health
provisions generated after the COVID-19 pandemic. A group has been chosen in each of the
schools: both at sixth grade level, since it is necessary to read and write to understand and carry
out the activities. At least two girls must also participate in the development of the second
activity, which is carried out in teams separated by gender.
The corresponding request to carry out the activities in schools is in charge of the volunteer
university students because they are going to present the proposal of the initiative and will
deliver the documents issued by the UTN ISW major direction, to the direction of the school for
its formalization and delivery. The schools´ administration is responsible for selecting the
participating groups and the time to carry out the activities, taking into account the time of the
strategies created by the volunteers in the two planned recreational activities.
In the same way, the teachers of the selected groups sent communications to parents or
guardians of the students to inform them about the initiative to be implemented by the
volunteers of ISW- UTN, within each school. With this, one of the points of the investigation is
fulfilled, since it also considers involving parents or caregivers of minors to support the idea and
give their children the possibility of thinking about studying a STEM career in the future.
Regarding the materials to be used in the different activities, it was coordinated with ISW-UTN
staff. From the beginning it was arranged that most of the materials for the different activities be
recycled, promoting what the university maintains in its statutes as an ecological university. Each
group of volunteers developed a schedule of the different recreational activities for a better use of
time and space. It is highlighted that when the activities were carried out, the country still
maintained some sanitary restrictions due to the COVID-19 pandemic, such as distancing and the
use of face masks. The volunteers who showed up at the schools complied with what was
established in the different schools, such as: showing up 15 minutes before the class, reporting to
the security guard at the gate, showing their ID, signing a record book for the time of entry and
exit from the school, as well as hand washing and use of alcohol gel.
To ensure the confidentiality of the school, we will call them “School A” and “School B”,
without indicating their geographical location, beyond the province (already specified).
2.2. Volunteer participation
In order to recruit student volunteers, several actions were carried out. The groups of students
were visited in the classrooms/class laboratories, at different times, with the endorsement of
the ISW-UTN management and the faculty to encourage them to participate in the schools that
they attended. In order to meet the objective, some of the visits were virtual (platforms). A
newsletter was shared, which was distributed through the institutional mail to the students of
the career; in addition, the major´s social network was used and pamphlets were posted on the
major´s information board.
The newsletter included a QR code, which redirected them to a digital registration form to
expedite their registration. In it, they were asked about: opinion of the desire to participate as a
volunteer and the possibility of returning to their own school a part of what they have managed
to learn in public higher education, the responsibilities and obligations of being part of
volunteering at the University, gender equality and equal opportunities, social responsibility,
the dynamics with the children and why they chose to study a STEM career. The importance of
the availability of time and the commitment required with the activities and the collection of
information for the investigation must be emphasized.
At the same time, the ISW-UTN major direction also managed the official documentation
necessary for the formalization and assurance of the commitment of the volunteering students,
as well as the responsibility for the use of the information collected. In the end, the groups of
volunteers were made up of two women and two men; some were finishing their diploma and
others their bachelor´s degree, all between the ages of 23 and 27. Three of the volunteers were
working in companies directly related to software and one was in the process of being recruited.
All showed empathy with gender equality and opportunity, affinity for working with school
children, volunteer work and their commitments.
Likewise, all of them participated in a prior training that was given on the dynamics of
working with children, as well as the execution of playful activities in which STEM careers are
promoted. The training was developed outside of work and university classes of the volunteers,
for two weekends.
2.3. Trainers´ participation
In order to develop the training, three professionals (two women and one man) specialists in
working with school age children and knowledgeable of STEM-STEAM strategies (the second
group adds the academic discipline of Art) participated. Similarly, the trainers offered their work
voluntarily. They shared teaching materials, interactive presentations, and dynamics for
developing to exemplify how to work with children and recommendations for certain points of
Costa Rican Law pertaining to minors, enforced in our country. In response, the participation of
the volunteers was very active and they were very committed to the knowledge acquired thanks
to the trainers over two weekends.
2.4. Development of activities
For the creation and organization of the activities, the volunteers had several weeks, as well as the
support of the researchers, if required. Every activity created was reviewed and evaluated, in
order to ensure compliance with the necessary characteristics indicated during the training. These
were kept in custody, in order to strengthen the investigation. During the development of the
activities in schools by the volunteers, one of the researchers was always present, in order to
support, accompany and advise if necessary, without intervening in the dynamics, respecting the
interaction and development of the activities, the collection and recording of the desired aspects
of the investigation.
3. Implementation of activities
3.1. School A: first activity
The school is located in Alajuela. The focus group has 30 students, all children between 11 and
13 years old. The day the first activity is carried out; only 26 are present. Regarding the collection
of study data and its analysis, they were obtained through: observation, application of questions
to the focus groups, and materials developed in the playing activities by the children. The purpose
was to recognize what they knew about STEM careers.
The organization established by the volunteers for the first session of activities was as follows:
1. Formal presentation of the volunteers: the teacher of the group introduces the
volunteering student and comments that they were students at this particular school a
few years ago and that they returned to do recreational activities, which invites to a
moment of relaxation among everyone.
2. An activity to start the interaction with the children regarding the STEM topic: as an
initial activity, they are asked: "What is STEM-STEAM?" At that time, the children "had
no idea of the meaning," according to one of the volunteers. Therefore, the blackboard
was used to broadly explain the acronym. Students are asked to recognize some people
(family, friends or acquaintances) who work these careers. As well as being asked if
they recognize an "influential" person who is recognized for having worked in one of
these disciplines. There is real participation by indicating which family members work
in certain professions. To better identify if the children understand what careers or
professions are identified within those STEM-STEAM letters, they are requested to fold
a blank sheet of paper into six parts. Each part will contain a letter of the acronym and
a drawing like the one shown in figure 2, which represents one of the indicated careers.
The details are noted on the blackboard:
Figure 2: Activity: "Drawing STEAM careers". (Rodríguez-Brenes, Salazar-Ávila and
Murillo-Herrera, 2023)
For this sample, it can be said that the children mentioned 9 careers. At the end, the volunteers
comment that the drawings are quite accurate about careers or professions that are related
according to each of the corresponding initial letters. Many of them are very skilled. It was possible
to observe likes in careers of all kinds, both in women and in men. From being a musician, artist
and designer, software engineer, mechanic, doctor and astronomer. In addition, the talent for
drawing, communication, creativity, reasoning, and even the ability to entertain others are
highlighted.
3. Activity to develop geometric shapes: the activity is presented with figures or 3D
geometric shapes made on paper, in which a challenge to be solved with the figures is
defined. For this, the theoretical concepts of figures are reaffirmed. They are told that
they have different materials to assemble the figures and with time to complete the
challenge. Subsequently, each of the children is given a figure and step-by-step
instructions. Then, the volunteers indicate that the children were attentive to the
explanation and showed curiosity in discovering how to resolve the situation
presented. It stands out that the whole group found a solution with ease and complying
with the established time; highlighting that the creativity of the students to find more
than one solution was equitable.
4. Closing activity of the first session: with the closing activity, a space for reflection and
conversation is generated, in which the volunteers ask the children to write, on a piece
of paper, the majors of their interest. The papers were collected. Among what stands
out about the girls is that there is a greater affinity with careers in health sciences, such
as medicine and its branches such as surgery, dentistry, nursing, pediatrics and
veterinary medicine, in addition to wanting to be nannies. As well as in other areas such
as fashion, graphic design, drawing, criminology, science, acting, investigation
detective and music. As for boys, the most prevalent careers are engineering, such as
industrial or software, technology, electronics, electrical and civil. And others like:
mechanics, chefs, athletes, musicians, astronomers, geologists, lawyers, actors, doctors,
designers and zoologists. More than 20 professions are counted, a figure that exceeds
what was thought of at the beginning of the activity. It is clear, then, that the
aforementioned majors and careers do not belong to a gender as such and that both a
man and a woman can study any career with a STEM approach.
3.2. School A: second activity
For the second activity, as planned and developed by the volunteers, a small socialization activity
is carried out and, later, groups of women and men (separated) are formed. The objective of the
activity by gender is to identify the behavior of girls in this type of challenge.
1. Activity "The tallest and strongest tower": consists of each group developing a structure
or "tower" made with wooden pallets. They will have to use clothes pins to support and join
the pieces to the structure, as shown in figures 3 and 4, in which both groups work on the design
of the tower. Each group was given the materials and instructions to create the tower. The
tallest structure is the winner. In the same way, the importance of collaborative work is
explained to them, as well as that each group participant assumes a different function. In this
activity, the volunteers highlighted that the participation was equal between girls and boys,
and that the competitiveness between them was noticeable, taking a look from afar or even up
close, sometimes. The initiative that one of the girls in a group took when managing to build
the tallest tower stands out, while her women classmates supported her in putting piece by
piece in carefully. (Figures 3 and 4):
Figures 3 and 4: Groups (girls and boys separately) working on the design and construction of
the tower. (Rodríguez-Brenes, Salazar-Ávila and Murillo-Herrera, 2023)
2. Closing activity: for the conclusion of this second activity, a time is given for opinions
regarding teamwork, as well as sharing computational and critical thinking when developing
activities. It is clear for the children that anyone is capable of developing any career or
profession, whether male or female. In addition, the constant participation of the teacher in the
school group is highlighted. She motivated and highlighted the talent of each child, and the
importance of pursuing dreams: she encouraged them to improve themselves to become great
people and professionals in the future.
3.3. School B: first activity
This school is located in Heredia. The focus group is also in sixth grade, made up of 32 children.
At the time of the activity, there are 29 students (16 are men and 13 are women).
The organization established by the volunteers for the first session of activities was as
follows:
1) Formal presentation of the volunteers and starting the interaction with the children
regarding the STEM-STEAM theme: the teacher introduces the volunteers and comments that
they were students from that same school and that they studied a career called software
engineering. One of the children recognizes one of the volunteers, since they live in the same
community. The children ask them what they do in that major and a time is also given to explain
what STEM-STEAM means. The volunteers begin the proposal by asking a question about what
they would like to do when they grow up.
2) Activity on the challenge called "Car propelled by wind": it consists of formulating a
situation or problem to be solved, in which the children must provide a solution. To clarify the
idea, the volunteers explain some concepts such as: force, speed, distance and time to refresh
important concepts of the activity. In addition, the rules and conditions of the proposal are
established, each of the children is given the materials to be used and instructions are explained
regarding the time to develop the challenge. The proposal consists of the development of a car
propelled by wind, as shown in figures 5 and 6. The object must be transported from point "A"
to point "B" without manipulation by children; only through the wind. When the cars are ready,
each child will put their vehicle in a starting line and compete with the others to choose the
fastest car:
Figures 5 and 6: Manufacture of the "car" propelled by wind. (Rodríguez-Brenes, Salazar-Ávila
and Murillo-Herrera, 2023)
3) Closing activity: at the end, a conversation space opens in which the volunteers explain
the relationship between the creation of the "vehicle" and the careers that are involved in the
creation of real vehicles; for example, naval, software, mechanical and mechatronic
engineering. Then, the children are asked if they know that the professions mentioned during
the activity do exist. The purpose is for them to identify more possibilities of STEM careers to
study in the future.
The group of volunteers left an extra activity: take the wind-powered car home to find out what
their family members or caregivers think about STEM careers and, for the following week or
second activity, to bring down the name of a woman and a man who stands out for his/her
work in a STEM career.
3.4. School B: second activity
For the second activity, the socialization space is planned first. Subsequently, the volunteers
request the assigned activity. The children should read the names of women and men who they
consider have excelled in a STEM career, either in the national or international field. In turn, they
are asked about the opinion of their relatives regarding the car propelled by wind and,
spontaneously, they comment on what their relatives told them. They are told to work in groups
(according to gender) to explain the indications of the activity.
1) Activity in groups of boys and girls: each group is given some colored cardboard to draw
a person who reflects one of the careers within the STEM acronym. They are asked to draw a
person with all the instruments that they consider necessary, as well as all the clothing that
corresponds to the chosen profession, according to what each child considers appropriate.
Subsequently, they are asked to show the drawing and to comment on the profession and if
they consider that a woman can perform the same tasks that they proposed in the drawing.
Thus, a reflection conversation is generated to find out what the children think.
2) Activity "Costa Rican women developing in STEM careers": in each of the groups, the
volunteers show a dynamic and interactive presentation about Costa Rican women developing
in STEM careers. Then, once the volunteer tells them what these women do as professionals,
among all children must try to guess, first of all, the name of the person.
3) Closing Activity: For the closing activity, questions are posed regarding equal opportunity
to pursue STEM careers. In the group of girls, each one is asked to write a letter addressed to
her for when she is older. The question, for everyone, is: “What would you like to say to the girl
from the future?” Finally, a space for "brainstorming" is proposed since they already know
better what STEM careers are and how they think they could help other girls fulfill their dreams
of studying. The volunteers collect all the materials and evidence made by each of the children
to analyze the responses together with the project researchers.
4. Discussion of results
Regarding gender equality and opportunity to study a STEM major, it was essential to know the
points of view of the children through playing activities, the environment and the socioeconomic
and demographic situation of the schools, and the opinion of the volunteers and teachers as
promoters of positive inspiration:
• Regarding the number of children, there is a sample of 55 of them between the two
schools, aged between 10 and 13 years old. Although the sample is less than 0.03% of the public
schools that currently work in our country, it could be said that it reflects a part of the general
situation of the schools, in which, by majority, groups of male students predominate over female
students.
• Regarding the playing activities to promote STEM careers in schools, the most important
is to plan socialization spaces ahead of time for when starting to work with these children. With
this, positive causalities are achieved among all the members, which generate assertiveness with
the children, according to their age characteristics.
Similarly, it is vital to establish from the beginning, the rules and the dynamics of each of the
activities, including resources, places and times for their development. It is also essential that the
activities present situations or problems similar to real life to generate the construction of
knowledge and the expression of skills (see figure 7):
Figure 7: Positive causalities to be achieved. (Rodríguez-Brenes, Salazar-Ávila and Murillo-
Herrera, 2023).
In the activity proposed at the beginning and at the end of the first session, it was suggested to
mention STEM careers, as well as exemplify such disciplines. For example, commenting on
relatives, friends or acquaintances who work in one of these professions. At the beginning, the
result was between nine and twelve careers, but in the closing consultation, the disciplines
associated with STEM in both schools doubled (from 20 to 24). Thus, the final perception is that
both men and women can study majors in different fields of science, technology, mathematics and
engineering.
The careers mentioned are in different areas, but in the case of girls, there was a 47% lean
towards health sciences, technology and social sciences. Among men, careers related to
engineering, technology and natural sciences predominated (53%) (See figure 8):
Figure 8: Number of STEM careers mentioned (initial and final activities) (Rodríguez-Brenes,
2023)
Regarding the perception of gender equality and opportunity by children, during
leisure hours outside the classroom (recess time), there was a small separation when
playing because the boys played among themselves, just like girls. But inside the
classroom the dynamic was different: when developing the first and second activities:
in the group dynamic (men and women) there was a low level of participation of the
girls from School A, who showed some uncertainty or waited to start participating.
Even so, a high level of curiosity and interest in the proposal was denoted. As for School
B, women showed, from the beginning, a high level of participation, they were more
competitive and, at times, they assumed a leadership position when carrying out the
activities. It must be emphasized that the number of women was less than that of men
in both schools.
Men considered that their classmates, just like them, can study any profession or major
they like. Some of the girls still confessed to feeling fragile or weak, compared to their
male peers; but, in the future they hoped to become strong and brave females.
Likewise, certain prejudices were manifested, perhaps unconsciously or traditionally and
socially programmed from within the home (roles). Therefore, it is important to note that these
type of activities allowed school-age children to know more about the multiple options to choose
professions from and not only those that are usually or exclusively promoted for one gender or
another (see figure 9):
Figure 9: Results of the proposed activity (Draw a male scientist- motto in masculine, intentional)
(Rodríguez-Brenes, 2023)
As can be seen, in the activity of drawing a male scientist (the slogan was intentionally
indicated in masculine), for School A, half of the boys and girls (13 out of 26) drew a (male)
scientist, compared to those who drew a woman scientist or a woman and a man (the other 50%).
It should be taken into account that in School A there are 3 fewer students (26) than in School B
(29).
In the second group, the girls drew fewer male scientists than School A; but, taken together,
men and women from School A (13) and from School B (13) outlined the same number of male
scientists; again, consider that in School A there are 26 students and in School B there are 29.
It is noteworthy; however, that in the second school, all those who drew included more female
scientists and professionals of both genders than in the first educational center. In addition, it is
striking that in School B, the drawings of female scientists; both individually and within female-
male pairs, correspond to 45%.
• Concerning the environment and socioeconomic and demographic situation of the
participating schools, both are located in urban areas and in different provinces. School A is
located in an area classified as medium-high, while School B is in a highly competitive area,
economically speaking. Therefore, a discussion was generated in terms of analyzing that the
location or the infrastructure could determine the forms of interaction of children when
beginning to learn by playing.
• Referring to volunteers and teachers, as transmitters or motivators of gender sensitivity
and social responsibility, and as promoters of positive inspiration, it is possible to affirm the
following:
First of all, the volunteers indicated to have enjoyed the whole process, from the training
received, the planning and implementation of the activities and the interaction with the children,
as well as the fact of returning to the school from which they graduated. It could be considered
that for the volunteers it comprises two processes: the symbolic and the affective one. The first
is mainly linked to returning to the schools from which they graduated (place or site of their
childhood) and to the classrooms they passed through, which represents a moment of joy and
nostalgia. The affective process happens when being recognized by school personnel, teachers
and by some children. The volunteers show a sense of satisfaction and being representatives or
examples for those children, strengthening the importance of their projection before the
community and society. They also commented that designing the activities did not cause them
any difficulty since they were precisely looking for practical exercises related to the STEM
concept and associated majors that would allow them to work on computational thinking or
analysis from children
Secondly, in the same way, teachers and volunteers affirmed that the experience is important,
for the community, society and institutions, since individuals are needed with the desire to make
some positive change in the present or proposed communities because it is basically to have the
opportunity to give back a little without expecting anything in return and helping others.
Certainly, it is an experience that many in the university community and other institutions should
live: a projection to society. Through volunteering, you influence society; and stereotypes and
erratic biases can be fight against both about girls and boys, but especially about girls.
Additionally, the experience stimulates the study of STEM careers, both in men and women, from
an early age; finally, it is a channel to guide them to rethink the criteria for choosing a profession
or trade in the future.
5. Conclusions
Next, the conclusions deal with: the perception of children, the participation and experience of
the volunteers, the opinion and experience of the teachers of the schools, as well as the point
of view of the researchers.
Regarding the perception by children, they do not show differences in the gender issue, in
that, in the same way, they openly state that everyone can develop in the activity or profession
that they like. In the activity in groups separated by gender, they showed being unaware of all
the Costa Rican women presented in the activity; but the professions they performed seemed
interesting to them, once the volunteers explained to them some of the achievements of these
women. This demonstrates the importance of disclosing and disseminating many more
professions with their corresponding activities, which are possible professions to choose in the
future.
Likewise, the girls commented that in movies or television series, the main character is
always a man. The group of boys expressed that girls can carry out activities equal to them; a
student stands out, who said that, sometimes, they wait for their classmates to join them in the
activities to achieve them. That is to say, they do not show significant gender differences related
to the activities carried out, beyond those that stand out to be perceived in the media or from
their own daily life.
Regarding the participation and experience of the volunteers, the positive effect on the
schools from which they graduated, the adjacent communities and society stands out. They
stated that they felt useful and motivated by giving back to their school part of their knowledge.
They also recognize how essential it is to strengthen the culture of social responsibility and
encourage specific actions within the university community by developing as mentors.
Regarding the activities, they manifest the incidence of generating spaces "that make them
think in a fun way", giving them a space for recreation and learning, which resonated more
with the girls by enhancing their interest in accessing these STEM disciplines. Regarding the
work developed for the investigation, they emphasize that it is essential to maintain
communication and support with the researchers and the authorities of the major, which was
fulfilled in this case and was decisive in the planning, implementation, and final review of the
proposal.
Now, from each of the schools, both teachers, from their opinion and experience, agree that
it is essential to promote environments that stimulate scientific careers and multiple areas of
performance, both for boys and girls. In addition, they highlight the importance and the
collateral and direct positive effects from the implementation of this type of activities, in the
sense that there is also an approach of former students to their old school classrooms, but
already as professionals in training, at the same time that they motivate the children and invite
them to reflect on their futures. In addition, they point to the need to generate more
environments free of prejudice or sexist behavior by the teaching groups, since they are the
people closest to children in schools.
Regarding the point of view of the researchers, they agree with the teachers and the
volunteers that many benefits are obtained thanks to this type of initiative, both for children
and for student volunteers. The teachers have been struck by the fact that recreational
activities favor aspirations for STEM-STEAM careers, particularly in girls, so it is
transcendental, in the opinion of the teachers, to eliminate stereotypes in terms of developing
activities, majors, careers, professions and even hobbies, exclusively according to a supposed
gender determination that is patriarchal. At a general level, it should be clarified that the
teachers identify and endorse a strong influence on the interest towards STEM careers for all
people, men and women.
Undoubtedly, the execution of this type of academic initiatives demands time, planning,
strategies, communication and logistics, since all aspects must be considered, such as:
volunteer recruitment, the selection of schools, documentation for the applications and
permits by the University and the schools. It means that this kind of initiatives means a great
joint effort since it can be considered that of a total of 35 members of the major´s faculty, 9%
have been concerned with developing volunteer activities to encourage SEM careers.
Therefore, among the students, the participation and interest of young people in considering
the project as part of their academic training have been paramount.
We must also add the sanitary restrictions that at a historical moment were being
experienced in the world as a result of the COVID-19 pandemic and that limited, to a certain
extent, activities in open areas.
Finally, a series of recommendations for future studies is established. Thus, in addition to the
perception by children, volunteers, faculty and researchers, the knowledge and opinion of
other specialists in pedagogy, psychology, guidance, educational administration, etc. could be
integrated, for example.
It would be possible to question whether the conception of gender differentiation is
established or fixed before, during or after the school stage. It would also be valid to delve into
the degree of influence exerted by the media and entertainment, as well as social networks,
virtual reality or the environment in which children operate.
Regarding the academic area, it is possible to replicate the Playful STEM-promotion
associated with STEM disciplines, both locally and regionally, and complement the playing
activities in the classroom with exercises, since the new reality is the current coexistence in the
global post-pandemic context, of course always respecting basic and complementary sanitary
measures in schools, if applicable.
Research should continue to be promoted in fields of knowledge that are different from or
complementary to education and Playful STEM-promotion, associated with gender equality
and opportunity in STEM disciplines (science, technology, engineering and mathematics),
increase interest in them, understanding that everyone, without distinction or negative
discrimination of any kind, can choose to be and participate.
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