Initial Design of Scaffolding for Debugging Block-Based Code

• In Event: Design With Technology

Abstract

This study reports how preservice early childhood teachers’ approaches to debugging vary during block-based programming. Undergraduate from two class sections of a course on integrated arts within the early childhood curriculum participated. One such section used scaffolds as they debugged, while the other only had instructor support as available. Data sources included scaffolding responses, video of debugging work, and interviews.

Authors

• ChanMin Kim, Pennsylvania State University

• Brian R. Belland, The Pennsylvania State University

• Lucas Vasconcelos, University of South Carolina

• Duygu Umutlu, Bogazici University

• Cory Gleasman, University of Georgia