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Author McKenna, Peter
Source ACM Digital Library
Content type Text
Publisher Association for Computing Machinery (ACM)
File Format PDF
Copyright Year ©2004
Language English
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Gender ♦ Black boxes ♦ Programming styles
Abstract This paper summarizes the results of an investigation into whether women and men have different (concrete and abstract) styles of programming, and whether the standard computing curriculum is therefore biased against women. The theory underpinning the hypothesis is critically reviewed in practical programming contexts. A concrete means of testing attitudinal gender differences to black-boxed programming elements is reported and the results described and analyzed. A survey of 50 students, designed to test the hypothesis that women are more likely to reject the techniques and “way of thinking” of abstraction in programming, casts doubt on the idea that there is any significant difference between female and male attitudes to prepackaged routines. This paper distinguishes between programming and ways of learning to program --- between concrete learning strategies and the use of abstraction in programming --- and discusses pedagogical practice as well as curriculum content.
ISSN 15314278
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2004-03-01
Publisher Place New York
e-ISSN 15314278
Journal Journal on Educational Resources in Computing (JERIC)
Volume Number 4
Issue Number 1


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Source: ACM Digital Library