Journal Article10.1007/S11251-018-9453-5
Debugging during block-based programming
71
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
Analyzing coding behaviour of novice programmers in different instructional settings: Creating vs. Debugging
Tom Neutens,Francis wyffels +1 more
- 01 Dec 2020
TL;DR: In this article, the authors compared two methods for integrating programming in a primary robotics workshop using a custom-designed programming environment based on Google Blockly, and found that learners in the create group spend more time solving the programming assignment and are more often distracted by code blocks they don't need.
Comparing learning ecologies of primary graphical programming: create or fix?
TL;DR: In this paper, the authors compared two methods of integrating programming into a primary robotics workshop for learners aged ten to twelve and found that the learners in the create group scored better on all tests.
4
Debugging behaviors of early childhood teacher candidates with or without scaffolding
TL;DR: In this article , the authors examined how early childhood teacher candidates learned to program and debug block-based code with and without scaffolding and found that participants persisted longer with hypothesis-driven scaffolds, whereas the participants without scaffolds often debugged alone.
Development and testing of the Draw-a-Programmer test (DAPT) to explore elementary preservice teachers’ conceptions of computational thinking
Jeffrey Radloff,Jacob A. Hall +1 more
TL;DR: This paper used a draw-a-programmer test (DAPT) instrument to investigate how preservice teachers understand and visualize computer programming and found that participants held somewhat stereotypical, yet distinct conceptions of CS and computer programming (i.e., separate from science and engineering) which may provide concrete entry points into fostering computational thinking skills.
3
Children’s Debugging Processes and Strategies with a Simulated Robot: A Case Study
D. Nikolos,Anastasia Misirli,Vassilis Komis +2 more
- 25 Feb 2021
TL;DR: A new simulated robot environment that focuses on the debugging process is used in this study, and two 7-year-old children used the environment and their activities were recorded.
2
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