Journal Article10.1007/S11251-018-9453-5
Debugging during block-based programming
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TL;DR: The types of errors that early childhood preservice teachers commonly made and how they debugged the errors are reported and provided directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education.
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Abstract: In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers’ debugging processes could be applicable to other contexts involving block-based programming.
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Citations
Computational thinking in early childhood education: The impact of programming a tangible robot on developing debugging knowledge
Anastasia Misirli,Vassilis Komis +1 more
TL;DR: In this paper , the authors investigated the debugging process of 526 children in preschool (4-6 aged) when programming a tangible robot and found that the main finding is the construction and development of syntactic and semantic knowledge.
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Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems
Colin Hennessy Elliott,Alexandra Gendreau Chakarov,Jeffrey Bush,Jessie S. Nixon,Mimi M. Recker +4 more
TL;DR: In this article , the authors 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.
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A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs
David DeLiema,Yejin Angela Kwon,Andrea. Chisholm,Immanuel Williams,Maggie Dahn,Virginia J. Flood,Dor Abrahamson,Francis F. Steen +7 more
TL;DR: The authors investigate the heterogeneous processes teachers and students value and pursue following moments in which computer bugs thwart their immediate progress on an activity, such as resolving moments of failure, avoiding recurring failures, preparing for novel failures, engaging with authority, and calibrating confidence/efficacy.
An Ethnomethodological Study of Abductive Reasoning While Tinkering
TL;DR: This ethnomethodological study investigated tinkering as a reasoning process that construes logical inferences, a new asset-based approach that can be applied in computer science education.
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A Flipped Systematic Debugging Approach to Enhance Elementary Students’ Program Debugging Performance and Optimize Cognitive Load
Xuemin Gao,Khe Foon Hew +1 more
TL;DR: In this article , a flipped systematic debugging approach combined with a systematic debugging process (SDP) and the modeling method was developed to address the gap of debugging teaching in K-12 contexts, and relevant empirical studies are lacking in the literature.
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