Towards Gender-Inclusive Programming Pedagogy

Alshaigy, Bedour, Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490 and Zarb, Mark (2017) Towards Gender-Inclusive Programming Pedagogy. In: Computing Education Practice, 11th January, Durham, UK. (In Press)

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Abstract / Summary

It is well documented that there is a gender gap in STEM subjects such as computer science. Declining numbers of female graduates has serious implications for representation in the workforce and consequently the design of technology products. A vast amount of research explores the reasons behind the gap. Some of the reported difficulties include low confidence levels and distorted perception of performances. It is important to recognise that female students can be disproportionately affected by such issues and, while teaching practice should be inclusive, pedagogies should be designed accordingly. The particular challenge associated with low confidence and distorted perception can be explored through the lens of control and value appraisals. Students make self-efficacy attributions in may ways, and sometimes do not make positive appraisals after otherwise positive programming experiences. This has implications on key variables that influence programming anxiety, practice behaviour, and subsequent achievement. However, there are strategies can make students consciously aware of their cognitive behaviour and help them to make constructive appraisals. To this end, the authors explore practices that influence appraisals, leading to changes in self-perceptions and confidence levels in ways that typically lead to improvements in programming achievement, such as: personal robots; media computation; psychological scaffolding; and the “trio of best practice” consisting of contextualisation, peer instruction, and pair programming.

Item Type:	Conference or Workshop Item (Speech)
Subjects:	Computer Science, Information & General Works Education Philosophy & Psychology
Courses by Department:	The Games Academy > Computing for Games
Depositing User:	Michael Scott
Date Deposited:	07 Dec 2016 11:57
Last Modified:	23 Nov 2023 13:23
URI:	https://repository.falmouth.ac.uk/id/eprint/1763

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