Programming skills and computational thinking are fundamental concerns in professional training in Science, Technology' Engineering and Mathematics (STEM) disciplines. In spite of this, in the Chilean higher education system, as in most parts of the world, teaching programming is a challenging endeavor, partly because the majority of freshmen students in STEM undergraduate programs have not been introduced to the fundamentals of the discipline and its applications in K12 education. Therefore, students' attitudes, engagement, and autonomous learning can make a difference in how students in STEM disciplines in higher education face their first programming course. In the present study, we carried out measurement of variables associated to these constructs involving a sample of 1694 freshmen of seventeen STEM programs in a Chilean research university. Relevant differences were found among different STEM programs, and by student gender. Implications of the results obtained and future research avenues are discussed.
|Title of host publication||2019 38th International Conference of the Chilean Computer Science Society, SCCC 2019|
|Publisher||IEEE Computer Society|
|State||Published - Nov 2019|
|Event||38th International Conference of the Chilean Computer Science Society, SCCC 2019 - Concepcion, Chile|
Duration: 4 Nov 2019 → 9 Nov 2019
|Name||Proceedings - International Conference of the Chilean Computer Science Society, SCCC|
|Conference||38th International Conference of the Chilean Computer Science Society, SCCC 2019|
|Period||4/11/19 → 9/11/19|
Bibliographical notePublisher Copyright:
© 2019 IEEE.
- Autonomous learning
- Engineering education
- Learning analytics
- Programming education