Integrating the STEM Disciplines Through Debugging

• In Event: Teaching and Learning: Computers and Learning — Mathematics and Science Education

Abstract

This paper discusses the power of debugging for integrating science, mathematics, and computational thinking. We present data from a whole-class design experiment in a sixth-grade classroom where students drew on their knowledge of the rock cycle, the coordinate plane, and Scratch programming to complete a debugging task. We discuss the design of this integrated debugging task and students’ use of integrated STEM reasoning while engaging with the task to illustrate how debugging can act as a conceptual bridge between these disciplines.

Authors

• Toni York, Montclair State University

• Erell Germia, Montclair State University

• Nicole Panorkou, Montclair State University