Abstract
In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers’ debugging processes could be applicable to other contexts involving block-based programming.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 767-787 |
| Number of pages | 21 |
| Journal | Instructional Science |
| Volume | 46 |
| Issue number | 5 |
| DOIs | |
| State | Published - Oct 1 2018 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
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}
Debugging during block-based programming. / Kim, Chan Min; Yuan, Jiangmei; Vasconcelos, Lucas; Shin, Minyoung; Hill, Roger B.
In: Instructional Science, Vol. 46, No. 5, 01.10.2018, p. 767-787.Research output: Contribution to journal › Article
TY - JOUR
T1 - Debugging during block-based programming
AU - Kim, Chan Min
AU - Yuan, Jiangmei
AU - Vasconcelos, Lucas
AU - Shin, Minyoung
AU - Hill, Roger B.
PY - 2018/10/1
Y1 - 2018/10/1
N2 - In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers’ debugging processes could be applicable to other contexts involving block-based programming.
AB - In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers’ debugging processes could be applicable to other contexts involving block-based programming.
UR - http://www.scopus.com/inward/record.url?scp=85046720418&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85046720418&partnerID=8YFLogxK
U2 - 10.1007/s11251-018-9453-5
DO - 10.1007/s11251-018-9453-5
M3 - Article
AN - SCOPUS:85046720418
VL - 46
SP - 767
EP - 787
JO - Instructional Science
JF - Instructional Science
SN - 0020-4277
IS - 5
ER -