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Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems

Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems The purpose of this paper is to 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.Design/methodology/approachThis case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources.FindingsThis study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future.Originality/valueWhile much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Information and Learning Science Emerald Publishing

Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems

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References (66)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2398-5348
DOI
10.1108/ils-03-2022-0051
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to 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.Design/methodology/approachThis case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources.FindingsThis study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future.Originality/valueWhile much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.

Journal

Information and Learning ScienceEmerald Publishing

Published: Feb 28, 2023

Keywords: Interaction analysis; Computational thinking; Science education; Debugging pedagogies; Physical computing; Situated inquiry

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