Different Use of Scaffolding in Debugging Tasks With Different Complexity

• In Event: Integrating Computer Science and Technological, Pedagogical, and Content Knowledge in Teaching and Learning

Abstract

Computer science education at early grades is gaining more importance in today’s schools. To prepare pre-service teachers for 21st classrooms where technology is ubiquitous, computer science should be integrated into teacher education curricula. In this single case study, early childhood preservice teachers’ debugging was examined to see whether task complexity shaped how participants debugged. Data were collected through video recordings of their robot programming, debugging journals, and interviews. Qualitative data was coded based on a literature-driven coding scheme for debugging processes. Findings showed that participants used more techniques to debug the complex task and engaged in debugging more when the task complexity increased. These findings suggest that the scaffolding helped participants engage in debugging the complex task. Implications are discussed.

Authors

• Duygu Umutlu, Bogazici University
  Presenting Author

• Lucas Vasconcelos, University of South Carolina
  Presenting Author

• Cory Gleasman, Tennessee Tech University
  Presenting Author

• ChanMin Kim, Pennsylvania State University
  Presenting Author