Publication
Title
Exploring debugging processes and regulation strategies during collaborative coding tasks among elementary and secondary students
Author
Abstract
Background and Context: More data are needed about how young learners identify and fix errors while programming in pairs. Objective: The study will identify discernible patterns in the intersection between debugging processes and the type of regulation used during debugging while children enage in coding to drive further theory and model development. Method: Two experiments were conducted in sequential order. First, second-grade students (N = 12) programmed a Code-a-pillar using physical programming blocks. Two coding schemes were used to identify both debugging processes and types of regulation used. Second, using a similar approach, eighth-grade students (N = 30) programmed a Tobbie2 robot using Microsoft MakeCode. Finding: Integrated and sequential use of all four debugging processes is related to successful coding. We see similar patterns in the overlap between debugging processes and regulation types for both ages. Implications: The study highlights Ithe dynamic nature of coding and debugging processes and the importance of including metacognitive and regulatory elements in debugging models.
Background and ContextMore data are needed about how young learners identify and fix errors while programming in pairs.ObjectiveThe study will identify discernible patterns in the intersection between debugging processes and the type of regulation used during debugging while children enage in coding to drive further theory and model development.MethodTwo experiments were conducted in sequential order. First, second-grade students (N = 12) programmed a Code-a-pillar using physical programming blocks. Two coding schemes were used to identify both debugging processes and types of regulation used. Second, using a similar approach, eighth-grade students (N = 30) programmed a Tobbie2 robot using Microsoft MakeCode.FindingIntegrated and sequential use of all four debugging processes is related to successful coding. We see similar patterns in the overlap between debugging processes and regulation types for both ages.ImplicationsThe study highlights Ithe dynamic nature of coding and debugging processes and the importance of including metacognitive and regulatory elements in debugging models.
Language
English
Source (journal)
Computer science education. - Abingdon
Publication
Abingdon : 2024
ISSN
0899-3408
DOI
10.1080/08993408.2024.2305026
Volume/pages
(2024) , p. 1-28
ISI
001144157000001
Full text (Publisher's DOI)
Full text (open access)
The author-created version that incorporates referee comments and is the accepted for publication version Available from 19.01.2025
Full text (publisher's version - intranet only)
UAntwerpen
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Affiliation
Publications with a UAntwerp address
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Creation 29.01.2024
Last edited 02.02.2024
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