“Do I need to know what I am doing if I am the teacher?” Developing teachers' debugging pedagogies with physical computing
Proceedings of International Conference of the Learning Sciences, ICLS
This paper presents findings from a study of middle school science teachers' professional learning activities designed to support the development of their debugging pedagogies. In two iterations of a professional learning activity, teachers worked to find bugs planted by facilitators in physical computing systems they were learning to integrate into their middle school science classrooms. We examine how teachers navigated the tension between developing their own troubleshooting skills versus supporting students' skills in resolving inconsistencies between what they expect of the DaSH and what it actually does. We conclude with implications for the design of PL activities for supporting teachers' debugging pedagogies.
National Science Foundation
Colin Hennessy Elliott, Jessie Nixon, Jeffrey B. Bush, Alexandra Gendreau Chakarov, and Mimi Recker. "“Do I need to know what I am doing if I am the teacher?” Developing teachers' debugging pedagogies with physical computing" Proceedings of International Conference of the Learning Sciences, ICLS (2022): 1565-1568.