Investigating Teachers' Diagnostic and Intervention Skills in Debugging

Publikation: Beitrag in Buch/Bericht/KonferenzbandKonferenzbeitragBegutachtung

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.

OriginalspracheEnglisch
TitelWiPSCE 2022 - Proceedings of the 17th Workshop in Primary and Secondary Computing Education
Redakteure/-innenMareen Grillenberger, Marc Berges
Herausgeber (Verlag)Association for Computing Machinery
ISBN (elektronisch)9781450398541
DOIs
PublikationsstatusVeröffentlicht - 31 Okt. 2022
Veranstaltung17th Workshop in Primary and Secondary Computing Education, WiPSCE 2022 - Morschach, Schweiz
Dauer: 31 Okt. 20222 Nov. 2022

Publikationsreihe

NameACM International Conference Proceeding Series

Konferenz

Konferenz17th Workshop in Primary and Secondary Computing Education, WiPSCE 2022
Land/GebietSchweiz
OrtMorschach
Zeitraum31/10/222/11/22

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