Please use this identifier to cite or link to this item:
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.
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
374-381.pdf230.45 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.