Teaching chemists to code with diversity in mind: a pedagogy of belonging for end-user conditions
Year: 2025
Type: preprint
Abstract: While teaching students to code is a valuable skill, we need to consider the equity implications of such instruction. Computer programming is a highly stereotyped activity, and as such can negatively impact a student’s sense of chemistry identity. This is likely to be especially acute for students from historically excluded groups. Recommendations for coding instruction that will support a student’s sense of chemistry identity are given. These include using pedagogies that encourage student interaction (Live Coding, spending class time for introductory instruction), differentiating by prior knowledge, and knowing how computer scientists talk about coding. By using pedagogies that increase student’s chemistry identity during programming instruction, we can help all of our students see that they belong in our field.
Source: ChemRxiv
Author: Marie van Staveren
Institution: University of Maryland, Baltimore County
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
Open Access status: green
OpenAlex ID: W4413865045