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
Abstract
Digital proficiency, including coding, is increasingly essential in physics education. However, disparities in coding skills among students are influenced by demographic factors and prior educational exposure. This study examines barriers to pre-university coding exposure for first-year physics students across five UK institutions, proposing a fourth level of the digital divide that emphasizes technical and production knowledge in coding. A survey of 199 first-year physics students reveals significant gender and ethnicity differences in coding experience. Males were more than twice as likely to have prior coding experience than females. Students with no prior coding experience viewed it as more challenging, requiring advanced math and powerful computing resources. Despite these challenges, both groups strongly disagreed that gender affects coding ability. Qualitative data pointed to technical difficulties, a lack of role models, and insufficient pre-university exposure as major obstacles. Black, Asian, and Minority Ethnicity (BAME) students reported less teacher encouragement and faced structural barriers similar to those found in literature. The study identifies a fourth level of the digital divide in coding knowledge, stressing the need for targeted interventions to enhance diversity and inclusivity in physics coding education. Recommendations include improving pre-university coding exposure, using gender-sensitive teaching methods, providing consistent encouragement to students, and deeply integrating coding into physics curricula. These steps are vital for preparing students for the digital demands of their academic and professional futures, ensuring equitable access to essential digital competencies.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 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: |
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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 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:221983 |