Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6661
Title: | Turning Bugs into Learning Opportunities: Understanding Debugging Processes, Perspectives, and Pedagogies |
Authors: | Kafai, Yasmin Biswas, Gautam Hutchins, Nicole Snyder, Caitlin Brennan, Karen Haduong, Paulina DesPortes, Kayla Fong, Morgan Flood, Virginia J. Aalst, Oia Walker-van DeLiema, David Fields, Deborah Gresalfi, Melissa Brady, Corey Steinberg, Selena Knowe, Madison Franklin, Diana Coenraad, Merijke Weintrop, David Eatinger, Donna Palmer, Jen Wilkerson, Michelle Roberto, Collette Bulalacao, Nicole Marie Danish, Joshua |
Keywords: | Learning and Identity |
Issue Date: | Jun-2020 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Kafai, Y., Biswas, G., Hutchins, N., Snyder, C., Brennan, K., Haduong, P., DesPortes, K., Fong, M., Flood, V. J., Aalst, O. W., DeLiema, D., Fields, D., Gresalfi, M., Brady, C., Steinberg, S., Knowe, M., Franklin, D., Coenraad, M., Weintrop, D., Eatinger, D., Palmer, J., Wilkerson, M., Roberto, C., Bulalacao, N. M., & Danish, J. (2020). Turning Bugs into Learning Opportunities: Understanding Debugging Processes, Perspectives, and Pedagogies. 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. 374-381). Nashville, Tennessee: International Society of the Learning Sciences. |
Abstract: | The design of most learning environments focuses on supporting students in making, constructing, and putting together projects on and off the screen, with much less attention paid to the many issues—problems, bugs, or traps—that students invariably encounter along the way. In this symposium, we present different theoretical and disciplinary perspectives on understanding how learners engage in debugging applications on and off screen, examine learners’ mindsets about debugging from middle school to college students and teachers, and present pedagogical approaches that promote strategies for debugging problems, even having learners themselves design problems for others. We contend that learning to identify and fix problems—debug, troubleshoot, or get unstuck—in completing projects provides a productive space in which to explore multiple theoretical perspectives that can contribute to our understanding of learning and teaching critical strategies for dealing with challenges in learning activities and environments. |
URI: | https://doi.dx.org/10.22318/icls2020.374 https://repository.isls.org//handle/1/6661 |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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374-381.pdf | 230.45 kB | Adobe PDF | View/Open |
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