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A Flipped Systematic Debugging Approach to Enhance Elementary Students' Program Debugging Performance and Optimize Cognitive Load

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Τίτλος: A Flipped Systematic Debugging Approach to Enhance Elementary Students' Program Debugging Performance and Optimize Cognitive Load
Γλώσσα: English
Συγγραφείς: Gao, Xuemin (ORCID 0000-0001-8615-8770), Hew, Khe Foon (ORCID 0000-0003-4149-533X)
Πηγή: Journal of Educational Computing Research. Sep 2023 61(5):1064-1095.
Διαθεσιμότητα: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 32
Ημερομηνία έκδοσης: 2023
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Flipped Classroom, Error Correction, Elementary School Students, Programming, Academic Achievement, Cognitive Processes, Difficulty Level, Computer Science Education, Computation, Thinking Skills, Grade 5, Instructional Design, Foreign Countries
Γεωγραφικοί όροι: Asia
DOI: 10.1177/07356331221133560
ISSN: 0735-6331
1541-4140
Περίληψη: Reintroducing computer science (CS) education in K-12 schools to promote computational thinking (CT) has attracted significant attention among scholars and educators. Among the several essential components included in CS and CT education, program debugging is an indispensable skill. However, debugging teaching has often been overlooked in K-12 contexts, and relevant empirical studies are lacking in the literature. Moreover, novices generally have poor performance in domain knowledge and strategic knowledge concerning debugging. They also consistently experience a high cognitive burden in debugging learning. To address these gaps, we developed a flipped systematic debugging approach combined with a systematic debugging process (SDP) and the modeling method. A quasi-experimental study was conducted to explore the effectiveness of this flipped systematic debugging approach, in which 83 fifth-grade students attended the flipped debugging training lessons with the SDP-modeling method, and 75 fifth-grade students attended the unassisted flipped debugging training lessons without the SDP-modeling method. The results indicated that flipped debugging training using the SDP-modeling method improved students' debugging skills. The results from the questionnaire showed that the proposed teaching approach increased the students' investment in germane cognitive load by promoting schema construction. It also helped reduce students' intrinsic and extraneous cognitive load in learning.
Abstractor: As Provided
Entry Date: 2023
Αριθμός Καταχώρησης: EJ1386911
Βάση Δεδομένων: ERIC
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  Data: A Flipped Systematic Debugging Approach to Enhance Elementary Students' Program Debugging Performance and Optimize Cognitive Load
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  Data: <searchLink fieldCode="AR" term="%22Gao%2C+Xuemin%22">Gao, Xuemin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8615-8770">0000-0001-8615-8770</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hew%2C+Khe+Foon%22">Hew, Khe Foon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4149-533X">0000-0003-4149-533X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. Sep 2023 61(5):1064-1095.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 32
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 10.1177/07356331221133560
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  Data: 0735-6331<br />1541-4140
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  Data: Reintroducing computer science (CS) education in K-12 schools to promote computational thinking (CT) has attracted significant attention among scholars and educators. Among the several essential components included in CS and CT education, program debugging is an indispensable skill. However, debugging teaching has often been overlooked in K-12 contexts, and relevant empirical studies are lacking in the literature. Moreover, novices generally have poor performance in domain knowledge and strategic knowledge concerning debugging. They also consistently experience a high cognitive burden in debugging learning. To address these gaps, we developed a flipped systematic debugging approach combined with a systematic debugging process (SDP) and the modeling method. A quasi-experimental study was conducted to explore the effectiveness of this flipped systematic debugging approach, in which 83 fifth-grade students attended the flipped debugging training lessons with the SDP-modeling method, and 75 fifth-grade students attended the unassisted flipped debugging training lessons without the SDP-modeling method. The results indicated that flipped debugging training using the SDP-modeling method improved students' debugging skills. The results from the questionnaire showed that the proposed teaching approach increased the students' investment in germane cognitive load by promoting schema construction. It also helped reduce students' intrinsic and extraneous cognitive load in learning.
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  Data: 2023
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        Value: 10.1177/07356331221133560
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      – Text: English
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      Pagination:
        PageCount: 32
        StartPage: 1064
    Subjects:
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Programming
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Computation
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Grade 5
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      – SubjectFull: Instructional Design
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Asia
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      – TitleFull: A Flipped Systematic Debugging Approach to Enhance Elementary Students' Program Debugging Performance and Optimize Cognitive Load
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