“Do I need to know what I am doing if I am the teacher?” Developing teachers' debugging pedagogies with physical computing

Publication Date


Document Type

Conference Proceeding

Publication Title

Proceedings of International Conference of the Learning Sciences, ICLS

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Last Page



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.

Funding Number


Funding Sponsor

National Science Foundation


Computer Science