Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7459
Title: Objects to Debug with: How Young Children Resolve Errors with Tangible Coding Toys
Authors: Silvis, Deborah
Clarke-Midura, Jody
Shumway, Jessica
Lee, Victor R.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Silvis, D., Clarke-Midura, J., Shumway, J., & Lee, V. R. (2021). Objects to Debug with: How Young Children Resolve Errors with Tangible Coding Toys. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 147-154). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Debugging is an important skill all programmers must learn, including preliteratechildren who are learning to code in early childhood settings. Despite the fact that early learningenvironments increasingly incorporate coding curricula, we know little about debugging knowledgein early childhood. One reason is that the tangible programming environments designed for youngchildren entail a layer of material complexity that we have yet to account for in terms of learning todebug. In our study of young children learning to program, we found that in the midst of solvingprogramming tasks and learning to debug, tangible toys presented bugs of their own. This paperanalyzes video of Kindergarteners learning to debug errors in the program and errors in the physicalmaterials. We argue that concurrent physical and programming bugs present opportunities for youngchildren to learn about the broader computational system in which they are learning to code.
URI: https://doi.dx.org/10.22318/icls2021.147
https://repository.isls.org//handle/1/7459
Appears in Collections:ISLS Annual Meeting 2021

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