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
Computational thinking with game design: An action research study with middle school students
Lorien Cafarella,Lucas Vasconcelos +1 more
TL;DR: This mixed-methods action research study found that Code.org's block-based programming curriculum significantly improved middle school students' algorithmic thinking, debugging, and pattern recognition skills, while also enhancing their attitudes toward computational thinking and computer science.
Promoting young learners’ computational thinking with AI-based robots and the ICAP model in blended learning contexts
Chi-Jen Lin,Husni Mubarok +1 more
TL;DR: This study investigates the effectiveness of an AI-based robot with the ICAP model in promoting young learners' computational thinking, motivation, and satisfaction in a blended learning environment, showing significant improvements in both intrinsic and extrinsic motivation and computational thinking.
Still a New Kid on the Block? Computational Thinking as Problem Solving in Code.org:
Ugur Kale,Jiangmei Yuan +1 more
TL;DR: Examining 3rd grade lesson plans at Code.org identified various components of computational thinking and problem solving as well as specific problem-solving teaching methods used to address these skills.
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.
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