Investigating Teachers' Diagnostic and Intervention Skills in Debugging

Heike Hennig; Tilman Michaeli

doi:10.1145/3556787.3556875

Investigating Teachers' Diagnostic and Intervention Skills in Debugging

Heike Hennig, Tilman Michaeli

Assistant Professorship of Computer Science Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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.

Original language	English
Title of host publication	WiPSCE 2022 - Proceedings of the 17th Workshop in Primary and Secondary Computing Education
Editors	Mareen Grillenberger, Marc Berges
Publisher	Association for Computing Machinery
ISBN (Electronic)	9781450398541
DOIs	https://doi.org/10.1145/3556787.3556875
State	Published - 31 Oct 2022
Event	17th Workshop in Primary and Secondary Computing Education, WiPSCE 2022 - Morschach, Switzerland Duration: 31 Oct 2022 → 2 Nov 2022

Publication series

Name	ACM International Conference Proceeding Series

Conference

Conference	17th Workshop in Primary and Secondary Computing Education, WiPSCE 2022
Country/Territory	Switzerland
City	Morschach
Period	31/10/22 → 2/11/22

Keywords

K12
computer science education
debugging
diagnostic and intervention skills
teacher perspectives

Access to Document

10.1145/3556787.3556875

Cite this

Hennig, H., & Michaeli, T. (2022). Investigating Teachers' Diagnostic and Intervention Skills in Debugging. In M. Grillenberger, & M. Berges (Eds.), WiPSCE 2022 - Proceedings of the 17th Workshop in Primary and Secondary Computing Education Article 27 (ACM International Conference Proceeding Series). Association for Computing Machinery. https://doi.org/10.1145/3556787.3556875

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title = "Investigating Teachers' Diagnostic and Intervention Skills in Debugging",

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.",

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author = "Heike Hennig and Tilman Michaeli",

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year = "2022",

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day = "31",

doi = "10.1145/3556787.3556875",

language = "English",

series = "ACM International Conference Proceeding Series",

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Hennig, H & Michaeli, T 2022, Investigating Teachers' Diagnostic and Intervention Skills in Debugging. in M Grillenberger & M Berges (eds), WiPSCE 2022 - Proceedings of the 17th Workshop in Primary and Secondary Computing Education., 27, ACM International Conference Proceeding Series, Association for Computing Machinery, 17th Workshop in Primary and Secondary Computing Education, WiPSCE 2022, Morschach, Switzerland, 31/10/22. https://doi.org/10.1145/3556787.3556875

Investigating Teachers' Diagnostic and Intervention Skills in Debugging. / Hennig, Heike ; Michaeli, Tilman.
WiPSCE 2022 - Proceedings of the 17th Workshop in Primary and Secondary Computing Education. ed. / Mareen Grillenberger; Marc Berges. Association for Computing Machinery, 2022. 27 (ACM International Conference Proceeding Series).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Investigating Teachers' Diagnostic and Intervention Skills in Debugging

Abstract

Publication series

Conference

Keywords

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Fingerprint

Teachers' diagnostic and intervention skills in debugging

Cite this

Investigating Teachers' Diagnostic and Intervention Skills in Debugging

Abstract

Publication series

Conference

Keywords

Access to Document

Other files and links

Fingerprint

Projects

Teachers' diagnostic and intervention skills in debugging

Cite this