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Gender and Programming: A Case Study
Malmö högskola.ORCID-id: 0000-0002-1748-8837
2005 (Engelska)Ingår i: Proceedings 2005: 3:e Pedagogiska inspirationskonferensen 31 maj 2005, Lund, Sweden, 2005, artikel-id 3c9e8a1b-e904-4091-91d3-a5512d3a65fdKonferensbidrag, Publicerat paper (Övrigt vetenskapligt)
Abstract [en]

Our study highlights the effects of gender-related learning styles on a computer programming course at introductory level of engineering education. It was triggered by the observation of statistically relevant under-achievements among female students over the years. We try to identify concrete differences in motivation/learning styles between genders and prove that lack of previous relevant computer experience is not the only factor to blame. The paper analyzes the situation at a LTH course from the point of view of the conflicts outlined in the literature. Data from “before-starting” questionnaires and follow ups for subsequent evaluations expose significant gender differences. Analysis of the course materials and interviews with students reveals problems of constructive alignment and discouragements to the motivation of novice programmers. We investigated several pedagogical methods to adapt teaching and evaluation in order to increase all students’ competence and at the same time reduce the gap between genders. Our key recommendation is to make the separation between the teaching of algorithms and the teaching of the specific language syntax clearer. It is our belief that good teaching of engineering subjects will enhance learning for all students

Ort, förlag, år, upplaga, sidor
Lund, Sweden, 2005. artikel-id 3c9e8a1b-e904-4091-91d3-a5512d3a65fd
Nyckelord [en]
learning styles, Gender, programming, SoTL
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
URN: urn:nbn:se:hv:diva-13895OAI: oai:DiVA.org:hv-13895DiVA, id: diva2:1318953
Konferens
LTHs 3: e Pedagogiska inspirationskonferens, 2005
Tillgänglig från: 2019-05-29 Skapad: 2019-05-29 Senast uppdaterad: 2019-07-23Bibliografiskt granskad

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Fuentes Martinez, Ana

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