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|Title:||Examining Students’ Debugging and Regulation Processes During Collaborative Computational Modeling in Science|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Emara, M., Grover, S., Hutchins, N., Biswas, G., & Snyder, C. (2020). Examining Students’ Debugging and Regulation Processes During Collaborative Computational Modeling in Science. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1325-1332). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||In this mixed-methods case study research, we examined student discourse and actions through the dual lenses of cognitive and regulation processes to analyze problem-solving processes in the context of computational model building in a high school physics classroom. We conducted descriptive statistical analyses of debugging processes during model building in a block-based programming environment. We also qualitatively examined debugging episodes during model building by analyzing video capture of three groups modeling 2D motion of a boat crossing a flowing river. Our results demonstrate differences between groups in terms of their debugging behaviors and regulation of problem-solving processes that potentially impact the groups’ learning outcomes. Our analyses demonstrate the promise of our approach and lay the foundation for guiding future automated approaches to support debugging during computational modeling.|
|Appears in Collections:||ICLS 2020|
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