Past efforts to teach novices programming through pair programming and project-based learning utilizing different low floors, high ceilings and wide walls platforms have been successful. Building from related work, this study investigates the effectiveness of Productive Failure (PF) pedagogical design in supporting youth and novices when learning programming and fundamental computational concepts. I report on finding from an online synchronous remote workshop for participants from federal programs from low-income families during the Covid-19 pandemic. Participants engaged in code debugging without scaffolding followed by a consolidation phase. Findings suggest that PF design can introduce frustration and complexity, but when well designed and reinforced, it can aid learners' comprehension and application of computational concepts and future troubleshooting skills. Students' interest, motivation, and self-efficacy in programming were positively impacted by the PF design. However, some students lacked confidence in their abilities and tended towards problem avoidance. The iterative solution generation and trial and error were effective in learning code block functionalities, sequencing of scripts, and improving application accuracy of some computational concepts. However, there is a need to design structured support structures in PF designs to manage failures, promote good programming practices, mitigate recurring error patterns and affective challenges, improve problem-solving approaches, and support interest and skill development in STEM, especially for vulnerable learners. Effective error location and debugging strategies may need to be modeled and scaffolded to support deeper conceptual engagement with fundamental computational concepts, ultimately improving their accuracy and efficiency in coding. The study suggests that PF design can be an effective approach to teach computational concepts when coupled with scaffolds and use of different debugging strategies. The study also provides insights into remote learning and delivery of online STEM focused workshops for vulnerable learners. Future work will explore how different designs can facilitate meaningful learning for marginalized learners, provide space for support, community building, and skill development in STEM fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]