Diferença entre gêneros na resolução de problemas em programação: uma revisão sistemática da literatura
Resumo
Este trabalho apresenta o processo e os resultados de uma revisão sistemática sobre as diferenças de gênero na resolução de problemas de programação. Os resultados apontaram que, meninas e meninos tiveram um desempenho igualmente bom em programação. Entretanto, alguns estudos apontaram uma leve melhora de desempenho para os meninos. As análises evidenciaram uma lacuna na literatura com respeito a estratégias pedagógicas específicas para o enfrentamento dos problemas de gênero encontrados. Essa revisão sistemática tem como desdobramento prático, chamar a atenção de pesquisadores e educadores para a necessidade de propor novas práticas educacionais inclusivas, quanto ao gênero, em programação de computadores.
Palavras-chave:
gênero, diferenças, resolução de problemas, programação
Referências
Araujo, M. d. F. (2005). Diferença e igualdade nas relações de gênero: revisitando o debate. Psicologia Clínica, 17:41-52.
Ardito, G. P., Czerkawski, B. C., and Scollins, L. (2020). Learning computational thinking together: Effects of gender differences in collaborative middle school robotics program. TechTrends, 64:373–387.
Berg, A. (2006). Lógica de Programação . ULBRA
Bourdieu, P. F. (1995). A dominação masculina. Educação Realidade , 20.
Delamaro, M., Jino, M., and Maldonado, J. (2013). Introdução Ao Teste De Software. Elsevier Brasil.
Gramß, D., Frank, T., Rehberger, S., and Vogel-Heuser, B. (2014). Female characteristics and requirements in software engineering in mechanical engineering. In 2014 International Conference on Interactive Collaborative Learning (ICL), pages 272–279.
Grigoreanu, V., Cao, J., Kulesza, T., Bogart, C., Rector, K., Burnett, M., and Wiedenbeck, S. (2008). Can feature design reduce the gender gap in end-user software development environments? In 2008 IEEE Symposium on Visual Languages and Human-Centric Computing, pages 149–156.
Kessels, U., Heyder, A., Latsch, M., and Hannover, B. (2014). How gender differences in academic engagement relate to students’ gender identity. Educational Research, 56(2):220–229.
Kitchenham, B. and Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering.
Scott, J. (1995). Genero: uma categoria util de análise histórica. Educação Realidade, 20.
Sharafi, Z., Soh, Z., Guéhéneuc, Y., and Antoniol, G. (2012). Women and men — different but equal: On the impact of identifier style on source code reading. In 2012 20th IEEE International Conference on Program Comprehension (ICPC), pages 27–36.
Sullivan, A. and Bers, M. (2013). Gender differences in kindergarteners’ robotics and programming achievement. International Journal of Technology and Design Education, 23:691–702.
Sullivan, A. and Bers, M. (2016). Girls, boys, and bots: Gender differences in young children’s performance on robotics and programming tasks. Journal of Information Technology Education : Innovations in Practice, 15:145–165.
UNESCO. Director-General, 2009-2017 (Bokova, I. w. o. f. (2018). Cracking the code: girls’ and women’s education in science, technology, engineering and mathematics (STEM. Number 15 in 85 p., illus. Unesco, France.
Wing, J. M. (2006). Computational thinking. Commun. ACM, 49(3):33–35.
Ying, K. M., Rodr´ıguez, F. J., and Boyer, K. E. (2020). Gender differences in stress, perceived competence, and perceived choice during remote collaborative problem solving.
Yurdugul, H. and As¸kar, P. (2013). Learning programming, problem solving and gender: A longitudinal study. Procedia - Social and Behavioral Sciences, 83:605 – 610. 2nd World Conference on Educational Technology Research.
Zarpelon, E., Resende, L. M., and Reis, E. F. (2015). Is mathematical background crucial to freshmen engineering students? In 2015 International Conference on Interactive Collaborative Learning (ICL), pages 1031–1035.
Ardito, G. P., Czerkawski, B. C., and Scollins, L. (2020). Learning computational thinking together: Effects of gender differences in collaborative middle school robotics program. TechTrends, 64:373–387.
Berg, A. (2006). Lógica de Programação . ULBRA
Bourdieu, P. F. (1995). A dominação masculina. Educação Realidade , 20.
Delamaro, M., Jino, M., and Maldonado, J. (2013). Introdução Ao Teste De Software. Elsevier Brasil.
Gramß, D., Frank, T., Rehberger, S., and Vogel-Heuser, B. (2014). Female characteristics and requirements in software engineering in mechanical engineering. In 2014 International Conference on Interactive Collaborative Learning (ICL), pages 272–279.
Grigoreanu, V., Cao, J., Kulesza, T., Bogart, C., Rector, K., Burnett, M., and Wiedenbeck, S. (2008). Can feature design reduce the gender gap in end-user software development environments? In 2008 IEEE Symposium on Visual Languages and Human-Centric Computing, pages 149–156.
Kessels, U., Heyder, A., Latsch, M., and Hannover, B. (2014). How gender differences in academic engagement relate to students’ gender identity. Educational Research, 56(2):220–229.
Kitchenham, B. and Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering.
Scott, J. (1995). Genero: uma categoria util de análise histórica. Educação Realidade, 20.
Sharafi, Z., Soh, Z., Guéhéneuc, Y., and Antoniol, G. (2012). Women and men — different but equal: On the impact of identifier style on source code reading. In 2012 20th IEEE International Conference on Program Comprehension (ICPC), pages 27–36.
Sullivan, A. and Bers, M. (2013). Gender differences in kindergarteners’ robotics and programming achievement. International Journal of Technology and Design Education, 23:691–702.
Sullivan, A. and Bers, M. (2016). Girls, boys, and bots: Gender differences in young children’s performance on robotics and programming tasks. Journal of Information Technology Education : Innovations in Practice, 15:145–165.
UNESCO. Director-General, 2009-2017 (Bokova, I. w. o. f. (2018). Cracking the code: girls’ and women’s education in science, technology, engineering and mathematics (STEM. Number 15 in 85 p., illus. Unesco, France.
Wing, J. M. (2006). Computational thinking. Commun. ACM, 49(3):33–35.
Ying, K. M., Rodr´ıguez, F. J., and Boyer, K. E. (2020). Gender differences in stress, perceived competence, and perceived choice during remote collaborative problem solving.
Yurdugul, H. and As¸kar, P. (2013). Learning programming, problem solving and gender: A longitudinal study. Procedia - Social and Behavioral Sciences, 83:605 – 610. 2nd World Conference on Educational Technology Research.
Zarpelon, E., Resende, L. M., and Reis, E. F. (2015). Is mathematical background crucial to freshmen engineering students? In 2015 International Conference on Interactive Collaborative Learning (ICL), pages 1031–1035.
Publicado
24/08/2021
Como Citar
LIMA, Priscila da Silva Neves ; FERREIRA, Deller James.
Diferença entre gêneros na resolução de problemas em programação: uma revisão sistemática da literatura. In: CONGRESSO SOBRE TECNOLOGIAS NA EDUCAÇÃO (CTRL+E), 6. , 2021, Evento Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 334-343.
