Are Females Disinclined to Tinker in Computer Science?

Krieger, Samantha; Allen, Meghan; Rawn, Catherine D.

doi:10.1145/2676723.2677296

Cited by 19 publications

(3 citation statements)

References 18 publications

(32 reference statements)

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“…A number of studies have assessed the efficacy of tinkering behavior in improving the motivation in learning and exploring in different fields, like making, engineering, robotics and computer programming [3,9,21]. In addition to these studies, some previous tinkering research focused on analyzing tinkering as a way to explore gender differences in approaches to problem solving [1,6]. The Coursera course "Tinkering Fundamentals, A Constructionist Approach to STEM Learning" argues for the use of tinkering by educators and learners to develop their learning [13].…”

Section: Background 21 Tinkeringmentioning

confidence: 99%

“…The first broad definition of tinkering in computer science was introduced by Krieger et al [6]. Authors categorized tinkering behavior used by undergraduate students in computer science into four categories, named: Exploratory behaviors, Deviation from instructions, Lack of reliance on formal methods of learning and instruction, and Use of trial and error techniques.…”

Section: Background 21 Tinkeringmentioning

confidence: 99%

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Defining Tinkering Behavior in Open-ended Block-based Programming Assignments

Dong

Marwan

Cateté

et al. 2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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Tinkering has been shown to have a positive influence on students in open-ended making activities. Open-ended programming assignments in block-based programming resemble making activities in that both of them encourage students to tinker with tools to create their own solutions to achieve a goal. However, previous studies of tinkering in programming discussed tinkering as a broad, ambiguous term, and investigated only self-reported data. To our knowledge, no research has studied student tinkering behaviors while solving problems in block-based programming environments. In this position paper, we propose a definition for tinkering in block-based programming environments as a kind of behavior that students exhibit when testing, exploring, and struggling during problem-solving. We introduce three general categories of tinkering behaviors (test-based, prototype-based, and construction-based tinkering) derived from student data, and use case studies to demonstrate how students exhibited these behaviors in problem-solving. We created the definitions using a mixed-methods research design combining a literature review with data-driven insights from submissions of two open-ended programming assignments in iSnap, a block-based programming environment. We discuss the implication of each type of tinkering behavior for learning. Our study and results are the first in this domain to define tinkering based on student behaviors in a block-based programming environment. CCS CONCEPTS • Social and professional topics → Computing education; • Applied computing → Interactive learning environments;

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Section: Background 21 Tinkeringmentioning

confidence: 99%

Section: Background 21 Tinkeringmentioning

confidence: 99%

Defining Tinkering Behavior in Open-ended Block-based Programming Assignments

Dong

Marwan

Cateté

et al. 2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

show abstract

“…Motivating women in CS education, proves quite important from literature because as it has been related to drop out from CS courses (Pappas, Giannakos, Jaccheri, 2016]. Studies in the area have investigated the difference in the behavior of male and female CS students (Krieger, Allen, Rawn, 2015); the reasons that women are underpresented in CS courses indicate that it is not a matter of ability but further work is needed to identify factors that can help reducing gender differences (Byrne, O Sullivan, Sullivan, 2017;Pappas, Giannakos, Jaccheri, 2016;Beyer, 2014).…”

Section: Associated Actors and Learning Processes Involvedmentioning

confidence: 99%

Exploring Internet of Things, Mobile Computing and Ubiquitous Computing in Computer Science Education: A Systematic Mapping Study

Fragou

Mavroudi

2019

IJTES

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Ubiquitous computing, mobile computing and the Internet of Things (UMI) have been widely used in several application areas. To date, methods and techniques for the application of these technologies in real life situations have continued to emerge; however, their use in education settings focusing on existing practices remain largely underexplored. A systematic mapping study (SMS) method was herein used to map initially identified 395 articles with the aims of systematically analyzing and presenting the evidence from the literature on the topic, and to identify important gaps as well as promising research directions. An appropriate methodological protocol has been adopted from the literature for the analysis, filtering, evaluation and report of the evidence. As a result, twenty-five studies have been selected and analyzed. The axes of analyzing systematically the literature were inspired by an existing UMI learning ecology. The analysis revealed important characteristics of existing UMI related educational practices in all levels of education, including contexts and actors involved, methods and digital tools used, affordances and learning approaches important for achieving effective learning in IoT, Mobile and Ubiquitous Computing domain.

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On Making, Tinkering, Coding and Play for Learning: A Review of Current Research

Timotheou

Ioannou

2019

Lecture Notes in Computer Science

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Although a few researchers have recently focused on the value of making, tinkering, coding, and play in learning, a synthesis of this work is currently missing, creating an unclear path for future research in this area. Computationalmaking-enhanced activities, framed as activities promoting making, tinkering, coding and play in the learning process, have gained a lot of attention during the last decade. This study provides a review of the existing research in this area, published in academic journals, from 2009 to 2018. We examine learning gains linked to learners' participation in computational making-enhanced activities in formal and non-formal education settings. We further overview the research methods, the educational level, and the context of the published studies. The review of selected studies has shown that most of the research has been conducted in non-formal and informal education settings, however a shift to formal education has appeared since 2016. Most studies have focused on programming and computer science with middle-school learners. Immediate action is needed to inform the design of computational-making-enhanced activities directly linked to curriculum goals. Given the lack of synthesis of work on computational-making, the review can have considerable value for researchers and practitioners in the field.

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Are Females Disinclined to Tinker in Computer Science?

Cited by 19 publications

References 18 publications

Defining Tinkering Behavior in Open-ended Block-based Programming Assignments

Defining Tinkering Behavior in Open-ended Block-based Programming Assignments

Exploring Internet of Things, Mobile Computing and Ubiquitous Computing in Computer Science Education: A Systematic Mapping Study

On Making, Tinkering, Coding and Play for Learning: A Review of Current Research

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