Mixed-methods study of first year physics students: soft barriers to coding

Mears, M. orcid.org/0000-0002-2664-642X, Dash, L., Galloway, R. et al. (4 more authors) (2025) Mixed-methods study of first year physics students: soft barriers to coding. Journal of Science Education and Technology. ISSN 1059-0145

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Item Type: Article
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© The Author(s) 2025. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Keywords: Digital divide; Socioeconomic barriers; Coding barriers; Physics
Dates:
  • Published: 1 February 2025
  • Published (online): 1 February 2025
  • Accepted: 17 January 2025
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Science (Sheffield) > School of Mathematical and Physical Sciences
Depositing User: Symplectic Sheffield
Date Deposited: 28 Jan 2025 16:39
Last Modified: 03 Feb 2025 17:51
Status: Published online
Publisher: Springer
Refereed: Yes
Identification Number: 10.1007/s10956-025-10198-0
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