Prospective Elementary Teachers' Debugging During Block-Based Visual Programming

• In Event: 72.050 - Poster Session 17
  In Poster Session: 72.050-4 - Instructional Technology SIG Poster Session 1

Abstract

This study investigated the debugging process of prospective elementary teachers during block-based visual programing. Its purpose was to provide insights into how to prepare elementary teachers for the current national initiative that highlights programming for all. This study reports the types of errors that prospective elementary 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 design and technology research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on prospective elementary teachers’ debugging processes could be applicable to other contexts involving block-based visual programming.

Authors

• ChanMin Kim, Pennsylvania State University

• Jiangmei Yuan, West Virginia University

• Lucas Vasconcelos, University of Georgia - Athens

• Minyoung Shin

• Roger B. Hill, University of Georgia - Athens