Observations on Design Thinking in Novice Designers While Empathizing With Persona

Dahiya, Abhishek; Kumar, Jyoti

doi:10.4018/978-1-5225-9069-9.ch002

Cited by 3 publications

(2 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the beginning of the workshop, debugging was characterized as a core problem of teaching practice. To this end, the teachers first reflected how "typical" students proceed with debugging in their lessons and what problems they have using the persona method from Design Thinking [10] in groups (see figure 1). In doing so, they switched into the perspective of the learners to reflect on typical problems (a central component of PCK ).…”

Section: A Pd Workhop On Debuggingmentioning

confidence: 99%

“I Now Feel that this is Unfair” A Case Study on the Effects of Professional Development for Debugging in the K-12 Classroom

Michaeli

Romeike

2022

Informatics in Schools. A Step Beyond Digital Education

View full text Add to dashboard Cite

Finding and fixing errors is an essential skill in learning programming in the K-12 classroom. However, most of the time, debugging only plays a minor role in teachers' approaches to conveying programming -especially as they themselves rarely learned debugging explicitly and lack appropriate concepts and content. In consequence, students often struggle with finding and fixing errors on their own. Professional development allows for disseminating research findings and corresponding teaching materials to eventually influence the teaching practice. In this paper, we present a professional development workshop and its theoretical foundations, aiming at fostering teachers' professional competence with regards to debugging. We investigate changes in teaching practice and the teachers' beliefs in reaction to the PD using a case study approach. The results provide insights into impact and effects of professional development with regards to debugging in the classroom. Furthermore, our study contributes indications for designing professional development that fosters actual change in the classroom.

show abstract

Section: A Pd Workhop On Debuggingmentioning

confidence: 99%

“I Now Feel that this is Unfair” A Case Study on the Effects of Professional Development for Debugging in the K-12 Classroom

Michaeli

Romeike

2022

Informatics in Schools. A Step Beyond Digital Education

View full text Add to dashboard Cite

show abstract

“…As a first step, we investigated teachers' perceptions of students' problems in debugging and how they support them. Initial data were collected in the context of a professional development workshop on debugging using the persona method [5] with K-12 computer science teachers. In the persona method, data is collected about a group of people and combined to form a profile, the so-called persona.…”

Section: A Persona Approachmentioning

confidence: 99%

Investigating Teachers’ Diagnostic and Intervention Skills in Debugging

Hennig

Michaeli

2022

Proceedings of the 17th Workshop in Primary and Secondary Computing Education

View full text Add to dashboard Cite

Students often struggle with debugging in the K-12 classroom. Supporting them individually provides a huge challenge for teachers, as they have to grasp the problem, diagnose why the student is stuck, and react with an appropriate intervention without simply specifying the solution in a very short amount of time. To this end, teachers need corresponding diagnostic and intervention skills, a core component of pedagogical content knowledge (PCK). However, such skills -as well as debugging in general -typically only play a minor role in teacher education. Therefore, we present a research project to investigate and foster teachers' diagnostic and intervention skills in debugging. As a first step, we analyzed teachers' perceptions of typical problems students have in debugging and how teachers support them using a persona approach. The first findings reveal some common problems and a spectrum of interventions and feedback teachers use to support students. CCS CONCEPTS• Social and professional topics → K-12 education.

show abstract

Direct User Behavior Data Leads to Better User Centric Thinking than Role Playing: An Experimental Study on HCI Design Thinking

Dahiya

Kumar

2020

Communications in Computer and Information Science

View full text Add to dashboard Cite

Observations on Design Thinking in Novice Designers While Empathizing With Persona

Cited by 3 publications

References 29 publications

“I Now Feel that this is Unfair” A Case Study on the Effects of Professional Development for Debugging in the K-12 Classroom

“I Now Feel that this is Unfair” A Case Study on the Effects of Professional Development for Debugging in the K-12 Classroom

Investigating Teachers’ Diagnostic and Intervention Skills in Debugging

Direct User Behavior Data Leads to Better User Centric Thinking than Role Playing: An Experimental Study on HCI Design Thinking

Contact Info

Product

Resources

About