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Debugging during block-based programming

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Abstract

In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers’ debugging processes could be applicable to other contexts involving block-based programming.

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Acknowledgements

This research was supported by the National Science Foundation (NSF) under grant 1712286, and internal grants from the University of Georgia (UGA). But any findings, conclusions, or recommendations are those of the author and do not necessarily represent official positions of NSF or UGA.

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Authors and Affiliations

  1. College of Education, The University of Georgia, Athens, GA, USA

    ChanMin Kim, Lucas Vasconcelos, Minyoung Shin & Roger B. Hill

  2. College of Education and Human Services, West Virginia University, Morgantown, WV, USA

    Jiangmei Yuan

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  1. ChanMin Kim
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  2. Jiangmei Yuan
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  3. Lucas Vasconcelos
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Correspondence to ChanMin Kim.

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Kim, C., Yuan, J., Vasconcelos, L. et al. Debugging during block-based programming. Instr Sci 46, 767–787 (2018). https://doi.org/10.1007/s11251-018-9453-5

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