Contesting sociocomputational norms: Computer programming instructors and students’ stancetaking around refactoring

Fong, Morgan M.; DeLiema, David; Flood, Virginia J.; Aalst, Oia Walker-van

doi:10.1007/s11412-023-09392-2

Intern. J. Comput.-Support. Collab. Learn

2023

DOI: 10.1007/s11412-023-09392-2

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Contesting sociocomputational norms: Computer programming instructors and students’ stancetaking around refactoring

Morgan M. Fong,

David DeLiema,

Virginia J. Flood

et al.

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2024

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Cited by 1 publication

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Debugging Pathways: Open-Ended Discrepancy Noticing, Causal Reasoning, and Intervening

Deliema,

Bye,

Marupudi

2024

ACM Trans. Comput. Educ.

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Learning to respond to a computer program that is not working as intended is often characterized as finding a singular bug causing a singular problem. This framing underemphasizes the wide range of ways that students and teachers could notice discrepancies from their intention, propose causes of those discrepancies, and implement interventions. Weaving together a synthesis of the existing research literature with new multimodal interaction analyses of teacher-student conversations during coding, we propose a framework for debugging that foregrounds this open-endedness. We use the framework to structure an analysis of three naturalistic debugging situations (with U.S. 5th–10th graders) that range from solo debugging to collaborative discourse. We argue that a broken computer program is a polysemous object through which teachers and students actively and publicly notice, reason about, and negotiate different debugging pathways. We document students and teachers improvisationally altering a debugging pathway, justifying a particular pathway, and outwardly discussing competing pathways. This paper provides a framework for structuring debugging pedagogy to be less about scaffolding a student toward a specific pathway to a fix, and more about exploring multiple possible pathways and judging the (learning) value of various routes.

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Debugging Pathways: Open-Ended Discrepancy Noticing, Causal Reasoning, and Intervening

Deliema,

Bye,

Marupudi

2024

ACM Trans. Comput. Educ.

View full text Add to dashboard Cite

show abstract

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Contesting sociocomputational norms: Computer programming instructors and students’ stancetaking around refactoring

Cited by 1 publication

References 84 publications

Debugging Pathways: Open-Ended Discrepancy Noticing, Causal Reasoning, and Intervening

Debugging Pathways: Open-Ended Discrepancy Noticing, Causal Reasoning, and Intervening

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