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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Computational thinking scale: the predictive role of metacognition in the context of higher order thinking skills
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TL;DR: The computational thinking scale and the predictive role of metacognition in higher order thinking skills are explored in this study. The scale consists of 28 items and explains 48% of the variance in computational thinking. Metacognition sub-dimensions explain 47% of the variance in computational thinking.
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TL;DR: An analytic tool for categorizing instructors’ reflections on their conjecture maps is developed, attending specifically to how instructors push back on design choices, whether by envisioning new mediating processes, introducing new connections, discussing new design features, articulating confusion/uncertainty, and/or presenting hopes and predictions.
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Learning to Teach Coding through Argumentation
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TL;DR: The authors examined the use of transformative pedagogy of teaching coding through argumentation, specifically focusing on how teachers conceptualized teaching coding with argumentation in a semester-long professional learning course.
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