Projekte pro Jahr
Abstract
Students often struggle with debugging in the K-12 classroom. Supporting them individually provides a huge challenge for teachers, as they have to grasp the problem, diagnose why the student is stuck, and react with an appropriate intervention without simply specifying the solution in a very short amount of time. To this end, teachers need corresponding diagnostic and intervention skills, a core component of pedagogical content knowledge (PCK). However, such skills - as well as debugging in general - typically only play a minor role in teacher education. Therefore, we present a research project to investigate and foster teachers' diagnostic and intervention skills in debugging. As a first step, we analyzed teachers' perceptions of typical problems students have in debugging and how teachers support them using a persona approach. The first findings reveal some common problems and a spectrum of interventions and feedback teachers use to support students.
Originalsprache | Englisch |
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Titel | WiPSCE 2022 - Proceedings of the 17th Workshop in Primary and Secondary Computing Education |
Redakteure/-innen | Mareen Grillenberger, Marc Berges |
Herausgeber (Verlag) | Association for Computing Machinery |
ISBN (elektronisch) | 9781450398541 |
DOIs | |
Publikationsstatus | Veröffentlicht - 31 Okt. 2022 |
Veranstaltung | 17th Workshop in Primary and Secondary Computing Education, WiPSCE 2022 - Morschach, Schweiz Dauer: 31 Okt. 2022 → 2 Nov. 2022 |
Publikationsreihe
Name | ACM International Conference Proceeding Series |
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Konferenz
Konferenz | 17th Workshop in Primary and Secondary Computing Education, WiPSCE 2022 |
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Land/Gebiet | Schweiz |
Ort | Morschach |
Zeitraum | 31/10/22 → 2/11/22 |
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Diagnose- und Interventionskompetenzen von Lehrkräften beim Debugging
Michaeli, T. (Leitende(r) Forscher/-in) & Wachter, H. (Weitere Forschende)
1/04/22 → 30/09/26
Projekt: Forschung