A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2022-09-14 DOI:10.1080/07370008.2022.2118279

David DeLiema, Yejin Angela Kwon, A. Chisholm, Immanuel Williams, M. Dahn, Virginia J. Flood, Dor Abrahamson, Francis F. Steen

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引用次数: 6

Abstract

Abstract When teachers, researchers, and students describe productively responding to moments of failure in the learning process, what might this mean? Blending prior theoretical and empirical research on the relationship between failure and learning, and empirical results from four data sets that are part of a larger design-based research project, we investigate the heterogeneous processes teachers and students value and pursue following moments in which computer bugs thwart their immediate progress on an activity. These include: (1) resolving moments of failure; (2) avoiding recurring failures; (3) preparing for novel failures; (4) engaging with authority; and (5) calibrating confidence/efficacy. We investigate these processes taking into account the personal, social, and material context in which students and teachers collaborate when encountering broken computer programs, in addition to teachers’ planning efforts and the community’s reflections on past debugging experiences. We argue that moments of failure are not simply occasions for seeking resolutions. They are points of departure for decisions about how and what to foreground and interleave among a range of valued processes. Overall, this study aims to support research on the heterogeneous processes that shape how students new to a discipline such as computer programming respond to getting stuck.

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用程序错误记录学生异构体验的多维框架

当教师、研究人员和学生描述在学习过程中对失败时刻的有效反应时，这可能意味着什么?结合先前关于失败与学习之间关系的理论和实证研究，以及来自四个数据集的实证结果(这些数据集是一个更大的基于设计的研究项目的一部分)，我们调查了教师和学生重视的异质过程，并追踪了计算机错误阻碍他们在活动中立即取得进展的时刻。这包括:(1)解决失败的时刻;(2)避免重复故障;(3)做好应对新故障的准备;(四)行使职权;(5)校准置信度/有效性。我们在调查这些过程时，考虑到了学生和教师在遇到故障计算机程序时合作的个人、社会和物质背景，以及教师的计划努力和社区对过去调试经验的反思。我们认为，失败的时刻并不仅仅是寻求解决方案的时机。它们是决定如何以及在一系列有价值的过程中突出和穿插哪些内容的出发点。总的来说，这项研究旨在支持对异质过程的研究，这些异质过程塑造了计算机编程等学科的新学生对陷入困境的反应。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.