Dynamics of emotion, problem solving, and identity: Portraits of three girl coders

Dahn, Maggie; DeLiema, David

doi:10.1080/08993408.2020.1805286

Cited by 23 publications

(10 citation statements)

References 64 publications

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“…Mischievousness and fun as well as empathy and sensitivity (for peers receiving DebugIts) were productive emotions exhibited during bug design, and shifts away from frustration to increased comfort, security and a sense of control with bugs were expressed retrospectively weeks afterward. Given the problematic connotation of failure in school cultures that rarely value it, this suggests a productive angle of future research on the role of emotion in Debugging by Design or in dealing with bugs more generally in constructionist settings (see Dahn & DeLiema, 2020). What is the role of emotion in tackling and/or designing bugs in learner-driven designs?…”

Section: Discussionmentioning

confidence: 99%

“…The idea of designing buggy artefacts for learning—or ‘Debugging by Design’ (DbD)—builds on two core principles of constructionism that artefacts of learning are (1) objects‐to‐think‐with (Papert, 1980) and (2) objects‐to‐share‐with others (Kafai & Burke, 2014). DbD also provides students with control over bugs, a contrast to school cultures where failure can be a very negative experience rather than a productive one (eg, Dahn & DeLiema, 2020). In the context of designing projects with mistakes, DbD brings both consideration of audience and student control over design of mistakes.…”

Section: Introductionmentioning

confidence: 99%

“…Further it focuses on bugs within whole, aesthetically motivated projects rather than on individual, isolated bugs. This draws on the constructionist ethos of personally driven projects and provides students with extra motivation to persist in problem solving and troubleshooting (Dahn & DeLiema, 2020; Hughes et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts

Fields

Kafai

Morales-Navarro

et al. 2021

Brit J Educational Tech

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Much attention in constructionism has focused on designing tools and activities that support learners in designing fully finished and functional applications and artefacts to be shared with others. But helping students learn to debug their applications often takes on a surprisingly more instructionist stance by giving them checklists, teaching them strategies or providing them with test programmes. The idea of designing bugs for learning-or debugging by design-makes learners agents of their own learning and, more importantly, of making and solving mistakes. In this paper, we report on our implementation of 'Debugging by Design' activities in a high school classroom over a period of 8 hours as part of an electronic textiles unit. Students were tasked to craft the electronic textile artefacts with problems or bugs for their peers to solve. Drawing on observations and interviews, we answer the following research questions: (1) How did students participate in making bugs for others? (2) What did students gain from designing and solving bugs for others? In the discussion, we address the opportunities and challenges that designing personally and socially meaningful failure artefacts provides | 1079

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts

Fields

Kafai

Morales-Navarro

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Work in this area has revealed the emergent nature of emotion within learners', educators', and scientists' disciplinary pursuits (Avraamidou, 2020; Davidson et al, 2020; Gilbert & Byers, 2017; Jaber & Hammer, 2016a, 2016b; Zembylas, 2016). Such scholarship reflects a broader “affect turn” underway across a range of educational research disciplines where scholars seek to offer situated, multifaceted understandings of young people's learning and development as they engage in varied disciplinary practices (Curnow & Vea, 2020; Dahn & DeLiema, 2020; Ehret & Hollett, 2016; Keifert et al, 2017; Leander & Boldt, 2018; Lewis & Tierney, 2011; Sakr et al, 2016; Vea, 2020).…”

Section: Introductionmentioning

confidence: 99%

Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices

Lanouette

2022

Science Education

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In science education, there has been a sustained focus on supporting the emergence of science practices in K–12 and field‐based settings. Recent work has elevated the integral role of emotion in sparking and sustaining such disciplinary practices, deepening the field's understanding of what is entailed in “doing” science. Yet even as we gain this richer understanding of practice, less attention has been given to the places where practice emerges. These places play a critical role in the co‐emergence of emotion and practice, and while separate strands of research have elevated emotion and practice or, alternately, place and practice, rarely has their dynamic relationship been considered together. In this article, I explore this interplay of emotion, place, and practice emergent in children's sampling practices within a multiweek curriculum centered around their schoolyard soil ecosystem. Through a comparative case study analysis of two student pairs using video data, student interviews, and classroom artifacts, my analysis reveals how children's emergent emotion was entangled in their relationships with the schoolyard and life within, shaping not only how they engaged in sampling practices but also what dimensions of the ecological system they attended to. I argue that emotion and place should be central to the design, teaching, and analysis of learning contexts, in turn centering the social and emplaced dimensions of science disciplinary practices for children and scientists alike. Implications for science teaching and learning are discussed, with particular consideration of field‐based sciences.

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“…Informal STEM education programs (e.g., summer camps) can play a crucial role in sparking and maintaining the interest of young people in STEM and STEM careers (Chan et al, 2020;Hughes and Roberts, 2019;Riedinger and Taylor, 2017;Roberts and Hughes, 2019). These programs provide opportunities for youth to engage in authentic STEM inquiry where they can meet role models and develop STEM skills in a safe and nurturing environment (Barron and Bell, 2015;Dahn and DeLiema, 2020;Hughes et al, 2020;King and Pringle, 2018;Schmidt et al, 2020). Most research and practitioner papers have focused on the hands-on and in-person engagement that benefits participating students (Hughes et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Unknown Territory: K-12 STEM Summer Exploration through Zoom

Roberts

Villa

Hughes

2021

JSTEM

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When COVID-19 shut down in-person programs across the world in 2020, we (the National High Magnetic Field Laboratory (MagLab)) as practitioners were in unknown territory. This paper outlines the structure of a 10-week online Summer Exploration Series (SES) program along with the evaluation performed by staff at the MagLab in 2020. The goal of the SES program was to increase youth's interest in STEM and knowledge of STEM careers relevant to materials science. Each week included live and asynchronous components. All of the participants (n=86) rated the program as above average or higher, crediting the program with teaching them about new STEM careers/topics and increasing their interest in STEM. Our evaluation indicated that the live sessions, particularly those that offered more opportunities for interaction, were rated higher than the asynchronous sessions, providing evidence to the benefits of live -even if online -sessions on increasing interest in STEM. The lessons learned through the program can inform other organizations as we continue into the new normal.

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Dynamics of emotion, problem solving, and identity: Portraits of three girl coders

Cited by 23 publications

References 64 publications

Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts

Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts

Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices

Unknown Territory: K-12 STEM Summer Exploration through Zoom

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