Debugging as a Context for Fostering Reflection on Critical Thinking and Emotion

DeLiema, David; Dahn, Maggie; Flood, Virginia J.; Asuncion, Ana; Abrahamson, Dor; Enyedy, Noel; Steen, Francis F.

doi:10.4324/9780429323058-13

Cited by 12 publications

(14 citation statements)

References 1 publication

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“…Therefore meaningful teaching and training activities can encourage and guide reflection and communication about critical thinking involved in the debugging process. [5,12]. However, not all defects easily manifest in failures, potentially making them hard to spot.…”

Section: Introductionmentioning

confidence: 99%

Common Bugs in Scratch Programs

Frädrich

Obermüller

Körber

et al. 2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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Bugs in Scratch programs can spoil the fun and inhibit learning success. Many common bugs are the result of recurring patterns of bad code. In this paper we present a collection of common code patterns that typically hint at bugs in Scratch programs, and the LitterBox tool which can automatically detect them. We empirically evaluate how frequently these patterns occur, and how severe their consequences usually are. While fixing bugs inevitably is part of learning, the possibility to identify the bugs automatically provides the potential to support learners. CCS CONCEPTS• Social and professional topics → Software engineering education; K-12 education; • Software and its engineering → Visual languages.

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Section: Introductionmentioning

confidence: 99%

Common Bugs in Scratch Programs

Frädrich

Obermüller

Körber

et al. 2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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“…The skills of debugging are, themselves, integral to computer programming practice (DeLiema et al , 2019) and thus a major component in developing CT (Grover and Pea, 2013). Educators working with physical computing systems in a variety of learning environments require deft facilitation and orchestration skills that incubate learners’ development of their own process for debugging while also helping them get their current system working, often in a short amount of time.…”

Section: Discussionmentioning

confidence: 99%

“…Programming is a dynamic process intersecting problem-solving, emotion and identity, especially for youth from underrepresented groups in computer science (Dahn and DeLiema, 2020). Scholarship has addressed this by creating bugs for students to figure out that are not part of their own computational work (Fields et al , 2016; Morales-Navarro et al , 2021; Webb, 2010), facilitating explicit curricular designs that ask students to reflect on the emotional journey (Dahn et al , 2020; DeLiema et al , 2019) and supporting the local material and social resources teachers bring to developing inclusive computing learning environments (Shaw, et al , 2020).…”

Section: Physical Computing In Middle School Sciencementioning

confidence: 99%

“…However, pedagogies and theories focusing on how teachers support students as they navigate both the process and the affective dimensions of debugging (e.g. how students learn to persevere when challenged) are more limited (Dahn and DeLiema, 2020; DeLiema et al , 2019). Prior research has investigated the promise for learning during moments of breakdown (Ko and Myers, 2003), terming it “productive failure” (Kapur, 2008; Kapur and Bielaczyc, 2012).…”

Section: A Focus On the Teacher Rolementioning

confidence: 99%

“…Her style of showing care, using affective language, as she supported students getting unstuck was different from other participating teachers because she often explicitly asked students how they were feeling while debugging. As other scholars have contended, learning to debug is an emotional process that can be improved through supporting youth in naming their emotional responses (Dahn and DeLiema, 2020; DeLiema et al , 2019 et al ; Morales-Navarro et al , 2021).…”

Section: Findings: a Debugging Pedagogymentioning

confidence: 99%

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Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems

Elliott

Chakarov

Bush

et al. 2023

ILS

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Purpose The purpose of this paper is to examine how a middle school science teacher, new to programming, supports students in learning to debug physical computing systems consisting of programmable sensors and data displays. Design/methodology/approach This case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources. Findings This study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future. Originality/value While much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.

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Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education

2022

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Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how to design learning when AI is introduced as a collaborative learning agent to classrooms. The present study, therefore, aimed to explore teachers’ perspectives on what (1) curriculum design, (2) student-AI interaction, and (3) learning environments are required to design student-AI collaboration (SAC) in learning and (4) how SAC would evolve. Through in-depth interviews with 10 Korean leading teachers in AI in Education (AIED), the study found that teachers perceived capacity and subject-matter knowledge building as the optimal learning goals for SAC. SAC can be facilitated through interdisciplinary learning, authentic problem solving, and creative tasks in tandem with process-oriented assessment and collaboration performance assessment. While teachers expressed instruction on AI principles, data literacy, error analysis, AI ethics, and AI experiences in daily life were crucial support, AI needs to offer an instructional scaffolding and possess attributes as a learning mate to enhance student-AI interaction. In addition, teachers highlighted systematic AIED policy, flexible school system, the culture of collaborative learning, and a safe to fail environment are significant. Teachers further anticipated students would develop collaboration with AI through three stages: (1) learn about AI, (2) learn from AI, and (3) learn together. These findings can provide a more holistic understanding of the AIED and implications for the educational policies, educational AI design as well as instructional design that are aimed at enhancing SAC in learning.

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Debugging as a Context for Fostering Reflection on Critical Thinking and Emotion

Cited by 12 publications

References 1 publication

Common Bugs in Scratch Programs

Common Bugs in Scratch Programs

Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems

Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education

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