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Engagement in Computer Science and IT — What!: A matter of identity?
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science. (UpCERG)
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)
2013 (English)In: Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, Los Alamitos, CA: IEEE Computer Society, 2013, 114-121 p.Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Los Alamitos, CA: IEEE Computer Society, 2013. 114-121 p.
National Category
Computer Science Educational Sciences
Identifiers
URN: urn:nbn:se:uu:diva-202686DOI: 10.1109/LaTiCE.2013.42ISI: 000324484000016ISBN: 978-1-4673-5627-5 (print)OAI: oai:DiVA.org:uu-202686DiVA: diva2:632767
Conference
LaTiCE 2013
Available from: 2013-06-22 Created: 2013-06-25 Last updated: 2017-10-16Bibliographically approved
In thesis
1. The role of students' identity development in higher education in computing
Open this publication in new window or tab >>The role of students' identity development in higher education in computing
2014 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

Higher Education Research in science, technology, engineering, and mathematics (STEM) indicates that students are not well supported in the process of integrating their educational experience with their perception of who they are and want to become. This is associated with drop-out and also has consequences for student learning. Here, learning is defined in the broad sense of personal and professional development.

This thesis presents results from a research project that explores students' identity development during their first three years of studies. The analysis and results build on interview and essay data collected during a longitudinal study of students in two study programmes at Uppsala University, Computer and Information Engineering (IT) and Computer Science (CS). The main body of data analysed for this thesis was collected from the students at the beginning and end of their first study year.

A research framework to study identity has been developed. The notion of identity used in this work has been inspired by Lave and Wenger's social theory of learning, and theory of situated learning. Identity, in this work, refers to students' histories of experiences with a focus on how they negotiate meaning within the discipline of CS/IT.

The results describe aspects of CS/IT students' identities and provide a basis from which to discuss the implications of identity for learning and education, as well as to reason about how identity development can be supported in CS/IT education.

Place, publisher, year, edition, pages
Uppsala University, 2014
Series
Information technology licentiate theses: Licentiate theses from the Department of Information Technology, ISSN 1404-5117 ; 2014-004
National Category
Computer Science Educational Sciences
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-224666 (URN)
Presentation
2014-04-25, Room 2446, Polacksbacken, Lägerhyddsvägen 2, Uppsala, 13:15 (English)
Supervisors
Available from: 2014-04-25 Created: 2014-05-16 Last updated: 2017-08-31Bibliographically approved
2. Learning Computing at University: Participation and Identity: A Longitudinal Study
Open this publication in new window or tab >>Learning Computing at University: Participation and Identity: A Longitudinal Study
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Computing education has struggled with student engagement and diversity in the student population for a long time. Research in science, technology, engineering, and mathematics (STEM) education suggests that taking a social, long-term perspective on learning is a fruitful approach to resolving some of these persistent challenges.

A longitudinal study has been conducted, following students from two computing study programmes (CS/IT) over a three-year period. The students reflected on their experiences with CS/IT in a series of interviews. Drawing on social identity theory, the analysis has focused on describing participation in CS/IT, doing, thinking, feeling in relation to CS/IT, as negotiated among different people.

Phenomenographic analysis yields an outcome space that describes increasingly broad ways in which the students experience participation in CS/IT over the years. Two further outcome spaces provide nuanced insights into experiences that are of increasing relevance as the students advance in their studies; participation as problem solving and problem solving for others. Problem solving defined as solving difficult (technical) problems seems predominate in the learning environment. Problem solving for others brings the user into perspective, but first in the human computer interaction (HCI) course in year three. Students react with scepticism to HCI, excluding HCI from computing, some are students who commenced their studies with broader interests in computing.

Demonstrating (technical) problem solving competence is the most vital indicator competence in the two study programmes and the students adapt their reflections on who they are as computing students and professionals accordingly. People showing broader interests in computing risk being marginalised. I identify a gap between conceptions of computing as interdisciplinary and important for society and constructions of computing as technical. Closing the gap could improve retention and diversity, and result in graduates that are better prepared to contribute to societal development.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2017. 63 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology, ISSN 1651-6214 ; 1577
Keyword
computing education research, engineering education research, computer science, higher education, engagement, diversity, equity, gender, competencies, culture, longitudinal, identity, participation, power, agency, uniformity, communities of practice, social theory of learning, phenomenography, student reflections
National Category
Computer Science Learning
Research subject
Computer Science with specialization in Computer Science Education Research
Identifiers
urn:nbn:se:uu:diva-331613 (URN)978-91-513-0109-9 (ISBN)
Public defence
2017-12-01, 2446, Department of Information Technology, Lägerhyddsvägen 2, Uppsala, 13:15 (English)
Opponent
Supervisors
Available from: 2017-11-10 Created: 2017-10-16 Last updated: 2017-11-10

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