ERIC Number: EJ1451155
Record Type: Journal
Publication Date: 2024
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0899 3408
EISSN: EISSN-1744-5175
Distributed Debugging with Electronic Textiles: Understanding High School Student Pairs' Problem-Solving Strategies, Practices, and Perspectives on Repairing Physical Computing Projects
Gayithri Jayathirtha; Deborah Fields; Yasmin Kafai
Computer Science Education, v34 n4 p718-752 2024
Background and Context: Debugging is a challenging yet understudied practice within recent collaborative K-12 physical computing contexts. We examined think-aloud interviews and reflections of seven high school student pairs who debugged researcher-designed buggy electronic textile projects. Objective: We asked: (1) What strategies did student pairs employ as they debugged e-textile projects? (2) How did interactions between people, tools, and representations shape debugging approaches? (3) How did students reflect on this debugging experience in relation to their learning in the e-textile unit? Method: We qualitatively analyzed eight think-aloud videos (~45 min each) and student reflections (~15 min twice). Findings: Debugging required iteratively problem-solving across multiple modes, employing system-level , and a mix of collaborative and individual strategies. All students attributed various gains to this activity, including problem-solving-related practices and positive stances toward collaboration. Implications: Our analysis expands debugging research to include K-12 physical computing contextand highlights the potential of similar debugging activities as intentional learning experiences.
Descriptors: High School Students, Problem Solving, Cooperation, Small Group Instruction, Troubleshooting, Computer Science Education, Learning Modalities, Charter Schools
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1742140