Debugging Pedagogies: Helping Middle School Students Learn to Get Unstuck With Physical Computing Systems

• In Event: AERA Virtual Poster Session 3
  In Poster Session: Curricular and Pedagogical Designs for STEM+C Learning

Abstract

This paper draws on data collected during an inquiry-oriented instructional approach in which students learn to program a sensor-based physical computing system to collect and display meaningful data from the world around them. As part of one instructional unit (Sensor Immersion Unit) students debug their system when it does not work as they expect it to. We present a case study of how one teacher (Gabrielle) acted as a caring collaborator with students as they addressed hardware and software problems. This included modeling and articulating a regular systematic approach to becoming “unstuck,” which we map in analysis. Gabrielle’s approach to supporting students, or her debugging pedagogy, positions debugging as core computing practice rather than as a means to overcome failure.

Authors

• Colin Hennessy Elliott, University of Colorado - Boulder

• Alexandra Gendreau Chakarov, University of Colorado - Boulder

• Jeffrey Bush, University of Colorado - Boulder

• Mimi M. Recker, Utah State University