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|Title:||Engaging in a New Practice: What Are Students Doing When They Are “Doing” Debugging?|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Gresalfi, M., Brady, C., Knowe, M., & Steinberg, S. (2020). Engaging in a New Practice: What Are Students Doing When They Are “Doing” Debugging?. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 199-206). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Debugging has been identified as a significant practice of programming in particular, and computational thinking more broadly. However, there is still much to learn about how debugging is learned, how it is connected to particular activities, and what seems to influence students’ strategy use and ultimate solution paths. This paper considers students’ activity on their first formal debugging task using a platform called NetLogo. Our analysis focuses on the ways that students appeared to frame the task, and how that framing influenced their overall approach to the task. Our findings suggest that it is compelling for new coders to approach debugging first by focusing on single elements of code without thinking broadly about their interactions. Implications for design and future studies are discussed.|
|Appears in Collections:||ICLS 2020|
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