Academic Journal
Debugging Pathways: Open-Ended Discrepancy Noticing, Causal Reasoning, and Intervening
| Τίτλος: | Debugging Pathways: Open-Ended Discrepancy Noticing, Causal Reasoning, and Intervening |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | David DeLiema (ORCID |
| Πηγή: | ACM Transactions on Computing Education. 2024 24(2). |
| Διαθεσιμότητα: | Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Ημερομηνία έκδοσης: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Τύπος εγγράφου: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 Grade 9 High Schools Grade 10 |
| Descriptors: | Computer Software, Troubleshooting, Intention, Intervention, Teacher Student Relationship, Interaction, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Thinking Skills, Coding, Classroom Communication |
| DOI: | 10.1145/3650115 |
| ISSN: | 1946-6226 |
| Περίληψη: | Learning to respond to a computer program that is not working as intended is often characterized as finding a singular bug causing a singular problem. This framing underemphasizes the wide range of ways that students and teachers could notice discrepancies from their intention, propose causes of those discrepancies, and implement interventions. Weaving together a synthesis of the existing research literature with new multimodal interaction analyses of teacher-student conversations during coding, we propose a framework for debugging that foregrounds this open-endedness. We use the framework to structure an analysis of three naturalistic debugging situations (with US 5th-10th graders) that range from solo debugging to collaborative discourse. We argue that a broken computer program is a polysemous object through which teachers and students actively and publicly notice, reason about, and negotiate different debugging pathways. We document students and teachers improvisationally altering a debugging pathway, justifying a particular pathway, and outwardly discussing competing pathways. This paper provides a framework for structuring debugging pedagogy to be less about scaffolding a student toward a specific pathway to a fix and more about exploring multiple possible pathways and judging the (learning) value of various routes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Αριθμός Καταχώρησης: | EJ1435776 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 1946-6226 |
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| DOI: | 10.1145/3650115 |