Discursive Gender Differences in Upper Elementary Students' Pair Programming

• In Event: Training, Knowledge, and Agency: A Focus on Computer Science and Teaching and Learning

Abstract

Regulating one’s learning is extremely important. This may be especially so in computer-supported collaborative learning (CSCL) environments where students must negotiate complex social processes typical of collaborative work, while contending with differing individual and group goals and a range of approaches to the task. We used a multidimensional framework to investigate the discourse of same-gender 5th grade dyads as they regulated their learning and social interactions in two computer programming configurations. We used Epistemic Network Analysis (ENA) to model the co-occurrence of students’ coded discourse by gender. In brief, boys tended to express more individualistic and monitoring of task statements, whereas girls uttered more statements coded as confusion, collaboration, and tutoring across all three components of the regulation cycle.

Authors

• Jessica Vandenberg, North Carolina State University

• Jennifer Tsan

• Madeline Hinckle, North Carolina State University

• Collin Lynch, North Carolina State University

• Kristy E Boyer

• Eric N. Wiebe, North Carolina State University