Pair Programming in Middle School: What Does It Look Like?
Journal of Research on Technology in Education Volume 42, Number 1, ISSN 1539-1523
Few early intervention efforts have improved the representation of women in computer science and engineering (CSE) disciplines, but pair programming has shown promise for reducing gender differences among college students. The current study is the first to examine this promising practice in middle school. In an effort to better understand what pair programming looks like, we describe an observational study of middle school girls. We coded audiotape transcripts to show the kinds of interactions that appear to promote or undermine effective problem solving. The findings are interpreted in terms of how to promote the kinds of interactions that make it more likely that middle school students will persist in the kind of problem solving that will prepare them for further CSE coursework.
Werner, L. & Denning, J. (2009). Pair Programming in Middle School: What Does It Look Like?. Journal of Research on Technology in Education, 42(1), 29-49.
- After School Programs
- College Preparation
- computer science education
- Cooperative learning
- Discourse Analysis
- Disproportionate Representation
- engineering education
- gender differences
- Gender Issues
- Interpersonal Communication
- Middle School Students
- Peer Influence
- Peer Relationship
- problem solving
- Social Environment
- Student Projects
- Summer Programs
- Transcripts (Written Records)
Cited ByView References & Citations Map
Ahlam Lee, Xavier University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1185–1195
Jill Denner, ETR, Scotts Valley, CA, United States; Linda Werner, University of California, Santa Cruz, CA, United States; Shannon Campe & Eloy Ortiz, ETR, Scotts Valley, CA, United States
International Journal of Game-Based Learning Vol. 4, No. 3 (July 2014) pp. 13–22
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