Learning about Programming and Epistemic EmotionsA Gendered Analysis

  1. Grass, Beatriz Eugenia 1
  2. Coto, Mayela 2
  3. Collazos-Ordoñez, César Alberto 3
  4. Paderewski, Patricia 4
  1. 1 Universidad de San Buenaventura, Colombia
  2. 2 Universidad Nacional de Costa Rica
    info

    Universidad Nacional de Costa Rica

    Heredia, Costa Rica

    ROR https://ror.org/01t466c14

  3. 3 Universidad del Cauca, Colombia
  4. 4 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

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Revista:
Revista Facultad de Ingeniería

ISSN: 2357-5328,  0121-1129

Año de publicación: 2020

Volumen: 29

Número: 54

Tipo: Artículo

DOI: 10.19053/01211129.V29.N54.2020.12034 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista Facultad de Ingeniería

Resumen

Los cursos de programación se convierten, de manera recurrente, en cursos de alto porcentaje de deserción y, en ocasiones, resultan en un factor que impulsa a los estudiantes a abandonar sus carreras, aun cuando son materias de alta relevancia en la formación de ingenieros en áreas de computación, informática y carreras afines. Estos cursos son, por naturaleza, demandantes de altos procesos cognitivos, por esta razón, generan una variedad de emociones que, tenidas en cuenta y evaluadas, podrían usarse a favor del aprendizaje. Los cursos de programación generan emociones negativas en mayor proporción en estudiantes mujeres que en hombres, incluso, las conducen a abandonar la carrera, lo que hace más amplia la brecha de género. En los últimos años, ha habido un creciente interés en el papel de las emociones en los entornos académicos a nivel universitario; además, se busca conocer la razón de la baja participación de las mujeres (a pesar de la importancia de su rol y habilidades) en áreas de computación. Sin embargo, el interés en analizar las emociones que emergen de los estudiantes mientras aprenden a programar es bastante reciente. No se cuenta con un número importante de estudios respecto a las emociones de las mujeres mientras aprenden a programar. El objetivo de este estudio es analizar el comportamiento -a nivel emocional- de los estudiantes, a partir de diferentes actividades de enseñanza, estableciendo comparaciones a nivel de género, y considerando la incorporación de elementos de colaboración y gamificación para encontrar diferencias en las emociones generadas por estas actividades.

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Fuente de los datos: Dialnet