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
Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review
Miguel Á. Conde,Francisco J. Rodríguez-Sedano,Camino Fernández-Llamas,José Gonçalves,José Lima,Francisco José García-Peñalvo +5 more
TL;DR: This paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as “21st‐century skills.”
127
Trends and research foci of robotics-based STEM education: a systematic review from diverse angles based on the technology-based learning model
TL;DR: In this article , a systematic review examined the role of robotics and research trends in STEM education and found that technology was the predominant robotics-based STEM discipline in the R-STEM studies and project-based learning was the most frequently employed learning strategy in robotics related STEM research.
The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment:
Zhihao Cui,Oi-Lam Ng +1 more
TL;DR: The challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming were analysed according to a taxonomy focusing on the presence of computational thinking elements in mathematics contexts.
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Pre-Service Teacher’s Use of Block-Based Programming and Computational Thinking to Teach Elementary Mathematics
Cory Gleasman,ChanMin Kim +1 more
- 01 Apr 2020
TL;DR: In this paper, a cross-comparative case study that includes a convergent, mixed-methods design examines how block-based coding and computational thinking for conceptual mathematics (B2C3Math) facilitated ten pre-service teachers' connections made at a large southeastern US university.
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An exploratory study of pre-service teachers’ computational thinking and programming skills
TL;DR: In this article, a qualitative case study was designed to explore pre-service teachers' computational thinking and programming skills in an educational technology course in which block-based programming was used.
29
References
Debugging: finding, fixing and flailing, a multi-institutional study of novice debuggers
Sue Fitzgerald,Gary Lewandowski,Renée McCauley,Laurie Murphy,Beth Simon,Lynda Thomas,Carol Zander +6 more
TL;DR: The results confirm many findings from previous studies – most notably that once students find bugs, they can fix them and suggest that some changes have occurred in the student population, particularly an increased use of debugging tools and online resources, as well as the use of pattern matching, which has not previously been reported.
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Debugging: an analysis of bug-location strategies
Irvin R. Katz,John R. Anderson +1 more
TL;DR: The experiments involve a population of students who know LISP reasonably well in that their errors are best classified as slips, and it is observed that students' ability to judge whether or not the line is correct and their ability to correct an error are not substantially affected by the strategy used to locate the line.
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Domain-general problem solving skills and education in the 21st century
Samuel Greiff,Sascha Wüstenberg,Benő Csapó,Andreas Demetriou,Jarkko Hautamäki,Arthur C. Graesser,Romain Martin +6 more
TL;DR: • Large-scale assessments such as PISA repeatedly emphasize the relevance of domain-general problem solving skills as mentioned in this paper, and the importance of domain general problem-solving skills is emphasized.
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A further study of productive failure in mathematical problem solving: unpacking the design components
TL;DR: Kapur et al. as discussed by the authors showed that despite seemingly failing in their collective and individual problem-solving efforts, PF students significantly outperformed their counterparts in the other two conditions on both the well-structured and higher-order application problems on the post-test, and demonstrated greater representation flexibility in working with graphical representations.
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A First Look at Novice Compilation Behaviour Using BlueJ
TL;DR: By examining the compilation behaviours of novice programmers, the most common errors encountered by students using BlueJ in the authors' introductory course on object-oriented programming are determined and applied to the future development of BlueJ and instructional methodologies involving its use in the classroom.
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