Student Responses to Creative Coding in Biomedical Science Education

Autor/inn/en	Gough, Phillip; Bown, Oliver; Campbell, Craig R.; Poronnik, Philip; Ross, Pauline M.
Titel	Student Responses to Creative Coding in Biomedical Science Education
Quelle	In: Biochemistry and Molecular Biology Education, 51 (2023) 1, S.44-56 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gough, Phillip) ORCID (Bown, Oliver) ORCID (Campbell, Craig R.) ORCID (Poronnik, Philip) ORCID (Ross, Pauline M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21692
Schlagwörter	Biomedicine; Coding; Skill Development; Student Attitudes; Creativity; Undergraduate Students; Science Education; Creative Teaching; Physiology; Visual Aids + Suchen Sie Ihr Suchwort? Biomedizin; Codierung; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Kreativität; Naturwissenschaftliche Bildung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Physiologie; Anschauungsmaterial
Abstract	Biomedical science students need to learn to code. Graduates face a future where they will be better prepared for research higher degrees and the workforce if they can code. Embedding coding in a biomedical curriculum comes with challenges. First, biomedical science students often experience anxiety learning quantitative and computational thinking skills and second biomedical faculty often lack expertise required to teach coding. In this study, we describe a creative coding approach to building coding skills in students using the packages of Processing and Arduino. Biomedical science students were taught by an interdisciplinary faculty team from Medicine and Health, Science and Architecture, Design and Planning. We describe quantitative and qualitative responses of students to this approach. Cluster analysis revealed a diversity of student responses, with a large majority of students who supported creative coding in the curriculum, a smaller but vocal cluster, who did not support creative coding because either the exercises were not sufficiently challenging or were too challenging and believed coding should not be in a Biomedical Science curriculum. We describe how two creative coding platforms, Processing and Arduino, embedded and used to visualize human physiological data, and provide responses to students, including those minority of students, who are opposed to coding in the curriculum This study found a variety of students responses in a final year capstone course of an undergraduate Biomedical Science degree where future pathways for students are either in research higher degrees or to the workforce with a future which will be increasingly data driven. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01