Academic Journal
Using Debugging as a Platform for Transdisciplinary Learning.
| Τίτλος: | Using Debugging as a Platform for Transdisciplinary Learning. |
|---|---|
| Συγγραφείς: | Panorkou, Nicole, York, Toni, Germia, Erell |
| Πηγή: | Cognition & Instruction; Jan-Mar2024, Vol. 42 Issue 1, p124-158, 35p |
| Θεματικοί όροι: | Debugging, Middle school education, Middle school students, Computer science |
| Περίληψη: | In this paper we discuss the types of knowledge used by six middle school students as they engaged with a debugging task designed to integrate ideas from computer science, mathematics and science. Our findings show that the computational thinking practice of debugging is a rich source of opportunities to integrate these different disciplines. The analysis illustrates how the types of knowledge the students did and did not use at each step of the debugging process were related to their ability to succeed at each step. Our work contributes to theory and practice by uncovering implications for studying debugging through two refined frameworks and for designing debugging tasks to support transdisciplinary learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Cognition & Instruction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Biomedical Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Debugging as a Platform for Transdisciplinary Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Panorkou%2C+Nicole%22">Panorkou, Nicole</searchLink><br /><searchLink fieldCode="AR" term="%22York%2C+Toni%22">York, Toni</searchLink><br /><searchLink fieldCode="AR" term="%22Germia%2C+Erell%22">Germia, Erell</searchLink> – Name: TitleSource Label: Source Group: Src Data: Cognition & Instruction; Jan-Mar2024, Vol. 42 Issue 1, p124-158, 35p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Debugging%22">Debugging</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+science%22">Computer science</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this paper we discuss the types of knowledge used by six middle school students as they engaged with a debugging task designed to integrate ideas from computer science, mathematics and science. Our findings show that the computational thinking practice of debugging is a rich source of opportunities to integrate these different disciplines. The analysis illustrates how the types of knowledge the students did and did not use at each step of the debugging process were related to their ability to succeed at each step. Our work contributes to theory and practice by uncovering implications for studying debugging through two refined frameworks and for designing debugging tasks to support transdisciplinary learning. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Cognition & Instruction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/07370008.2023.2270094 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 35 StartPage: 124 Subjects: – SubjectFull: Debugging Type: general – SubjectFull: Middle school education Type: general – SubjectFull: Middle school students Type: general – SubjectFull: Computer science Type: general Titles: – TitleFull: Using Debugging as a Platform for Transdisciplinary Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Panorkou, Nicole – PersonEntity: Name: NameFull: York, Toni – PersonEntity: Name: NameFull: Germia, Erell IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Mar2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 07370008 Numbering: – Type: volume Value: 42 – Type: issue Value: 1 Titles: – TitleFull: Cognition & Instruction Type: main |
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