How is programming taught in code clubs? Exploring the experiences and gender perceptions of code club teachers

Efthimia Aivaloglou, Felienne Hermans

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

Abstract

An increasing number of school-age children currently learns programming at after-school programming clubs, also referred to as code clubs. Some clubs are part of international programs like CoderDojo or Code Club, while others are independent. This work investigates how code clubs are organized in terms of participants, lesson material, style and assessments by means of a survey. It also explores the teachers' experiences and perceptions related to gender differences among their code club students and the learning difficulties that they identify in their classes. The survey results shed light on the differences between code clubs and school lessons. Code club teachers often have a computer science background and no education experience. Moreover, motivation and commitment are rarely identified as learning barriers for code club students, whereas debugging, error messages and abstract thinking are the most commonly reported difficulties. With respect to gender differences, boys are commonly perceived as being more confident and girls as being more persistent and able to concentrate better. Gender differences are also found in the preferred type of projects, the responsiveness to instruction and collaboration skills.
Original languageEnglish
Title of host publicationKoli Calling '19
Subtitle of host publicationProceedings of the 19th Koli Calling International Conference on Computing Education Research, Koli, Finland, November, 201t9
Place of PublicationNew York
PublisherAssociation for Computing Machinery (ACM)
Pages1-10
Number of pages10
ISBN (Print)9781450377157
DOIs
Publication statusPublished - Nov 2019
Event19th Koli Calling International Conference on Computing Education Research - Break Sokos Hotel Koli, Koli, Finland
Duration: 21 Nov 201924 Nov 2019
Conference number: 19
https://www.kolicalling.fi/cfp.php

Conference

Conference19th Koli Calling International Conference on Computing Education Research
Abbreviated titleKoli calling 2019
CountryFinland
CityKoli
Period21/11/1924/11/19
Internet address

Fingerprint

clubs
club
programming
gender
teacher
gender-specific factors
experience
teaching
learning disorder
computer science
school
student
commitment
instruction
learning
education

Cite this

Aivaloglou, E., & Hermans, F. (2019). How is programming taught in code clubs? Exploring the experiences and gender perceptions of code club teachers. In Koli Calling '19: Proceedings of the 19th Koli Calling International Conference on Computing Education Research, Koli, Finland, November, 201t9 (pp. 1-10). [22] New York: Association for Computing Machinery (ACM). https://doi.org/10.1145/3364510.3364514
Aivaloglou, Efthimia ; Hermans, Felienne. / How is programming taught in code clubs? Exploring the experiences and gender perceptions of code club teachers. Koli Calling '19: Proceedings of the 19th Koli Calling International Conference on Computing Education Research, Koli, Finland, November, 201t9. New York : Association for Computing Machinery (ACM), 2019. pp. 1-10
@inproceedings{a59d9d668f9a408e9dbadc66f265d47f,
title = "How is programming taught in code clubs?: Exploring the experiences and gender perceptions of code club teachers",
abstract = "An increasing number of school-age children currently learns programming at after-school programming clubs, also referred to as code clubs. Some clubs are part of international programs like CoderDojo or Code Club, while others are independent. This work investigates how code clubs are organized in terms of participants, lesson material, style and assessments by means of a survey. It also explores the teachers' experiences and perceptions related to gender differences among their code club students and the learning difficulties that they identify in their classes. The survey results shed light on the differences between code clubs and school lessons. Code club teachers often have a computer science background and no education experience. Moreover, motivation and commitment are rarely identified as learning barriers for code club students, whereas debugging, error messages and abstract thinking are the most commonly reported difficulties. With respect to gender differences, boys are commonly perceived as being more confident and girls as being more persistent and able to concentrate better. Gender differences are also found in the preferred type of projects, the responsiveness to instruction and collaboration skills.",
author = "Efthimia Aivaloglou and Felienne Hermans",
year = "2019",
month = "11",
doi = "10.1145/3364510.3364514",
language = "English",
isbn = "9781450377157",
pages = "1--10",
booktitle = "Koli Calling '19",
publisher = "Association for Computing Machinery (ACM)",
address = "United States",

}

Aivaloglou, E & Hermans, F 2019, How is programming taught in code clubs? Exploring the experiences and gender perceptions of code club teachers. in Koli Calling '19: Proceedings of the 19th Koli Calling International Conference on Computing Education Research, Koli, Finland, November, 201t9., 22, Association for Computing Machinery (ACM), New York, pp. 1-10, 19th Koli Calling International Conference on Computing Education Research, Koli, Finland, 21/11/19. https://doi.org/10.1145/3364510.3364514

How is programming taught in code clubs? Exploring the experiences and gender perceptions of code club teachers. / Aivaloglou, Efthimia; Hermans, Felienne.

Koli Calling '19: Proceedings of the 19th Koli Calling International Conference on Computing Education Research, Koli, Finland, November, 201t9. New York : Association for Computing Machinery (ACM), 2019. p. 1-10 22.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

TY - GEN

T1 - How is programming taught in code clubs?

T2 - Exploring the experiences and gender perceptions of code club teachers

AU - Aivaloglou, Efthimia

AU - Hermans, Felienne

PY - 2019/11

Y1 - 2019/11

N2 - An increasing number of school-age children currently learns programming at after-school programming clubs, also referred to as code clubs. Some clubs are part of international programs like CoderDojo or Code Club, while others are independent. This work investigates how code clubs are organized in terms of participants, lesson material, style and assessments by means of a survey. It also explores the teachers' experiences and perceptions related to gender differences among their code club students and the learning difficulties that they identify in their classes. The survey results shed light on the differences between code clubs and school lessons. Code club teachers often have a computer science background and no education experience. Moreover, motivation and commitment are rarely identified as learning barriers for code club students, whereas debugging, error messages and abstract thinking are the most commonly reported difficulties. With respect to gender differences, boys are commonly perceived as being more confident and girls as being more persistent and able to concentrate better. Gender differences are also found in the preferred type of projects, the responsiveness to instruction and collaboration skills.

AB - An increasing number of school-age children currently learns programming at after-school programming clubs, also referred to as code clubs. Some clubs are part of international programs like CoderDojo or Code Club, while others are independent. This work investigates how code clubs are organized in terms of participants, lesson material, style and assessments by means of a survey. It also explores the teachers' experiences and perceptions related to gender differences among their code club students and the learning difficulties that they identify in their classes. The survey results shed light on the differences between code clubs and school lessons. Code club teachers often have a computer science background and no education experience. Moreover, motivation and commitment are rarely identified as learning barriers for code club students, whereas debugging, error messages and abstract thinking are the most commonly reported difficulties. With respect to gender differences, boys are commonly perceived as being more confident and girls as being more persistent and able to concentrate better. Gender differences are also found in the preferred type of projects, the responsiveness to instruction and collaboration skills.

U2 - 10.1145/3364510.3364514

DO - 10.1145/3364510.3364514

M3 - Conference article in proceeding

SN - 9781450377157

SP - 1

EP - 10

BT - Koli Calling '19

PB - Association for Computing Machinery (ACM)

CY - New York

ER -

Aivaloglou E, Hermans F. How is programming taught in code clubs? Exploring the experiences and gender perceptions of code club teachers. In Koli Calling '19: Proceedings of the 19th Koli Calling International Conference on Computing Education Research, Koli, Finland, November, 201t9. New York: Association for Computing Machinery (ACM). 2019. p. 1-10. 22 https://doi.org/10.1145/3364510.3364514