Computing education has been newly introduced at primary schools (ISCED 1) in the Czech Republic, similarly to other countries. One of the new topics refers to the Internet and how it works. Not much is known yet about how prepared pre-service primary school teachers are for teaching this topic. The present research project aims to answer the following questions: 1) What preconceptions about the structure and functioning of the Internet students of the Teacher Education for Primary School programme possess? 2) What attitudes towards this topic these students have? For this purpose, semi-structured interviews will be conducted with primary teacher education students from all Czech faculties of education (N ∼ 80). Students’ attitudes will be assessed by a questionnaire. Results from the pilot phase of the project indicate that prospective teachers consider the topic of the Internet important, but have many misconceptions about how the Internet works.
{"title":"Preconceptions and attitudes of pre-service primary school teachers: towards teaching the principles of the Internet","authors":"A. Drobná, Anna Yaghobová, C. Brom","doi":"10.1145/3556787.3556818","DOIUrl":"https://doi.org/10.1145/3556787.3556818","url":null,"abstract":"Computing education has been newly introduced at primary schools (ISCED 1) in the Czech Republic, similarly to other countries. One of the new topics refers to the Internet and how it works. Not much is known yet about how prepared pre-service primary school teachers are for teaching this topic. The present research project aims to answer the following questions: 1) What preconceptions about the structure and functioning of the Internet students of the Teacher Education for Primary School programme possess? 2) What attitudes towards this topic these students have? For this purpose, semi-structured interviews will be conducted with primary teacher education students from all Czech faculties of education (N ∼ 80). Students’ attitudes will be assessed by a questionnaire. Results from the pilot phase of the project indicate that prospective teachers consider the topic of the Internet important, but have many misconceptions about how the Internet works.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128270826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to investigate pre-service primary teachers’ mental images and beliefs about Media and Computer Science teaching, the Draw-A-Science-Teacher-Test Checklist (DASTT-C) was adapted for the field of Media and Computer Science. For this explorative study, 78 student teachers were asked to imagine themselves as Media and Computer Science teacher before and after a methods seminar. Using a qualitative research approach and building upon the ideas of the Draw-A-Science-Teacher-Test Checklist, the drawings before and after the course were coded. A coding scheme was developed, resulting in the Draw-A-Media-And-Computer-Science-Teacher Repository (DMECS-R). Subsequently, the results of the coding were analysed and evaluated with a mixed-method approach. Quantitative comparison of the number of recategorizations of the drawings after the methods course, comparison of ‘average’ images, visualization with multidimensional scaling and qualitative observations of minimum and maximum individual changes have led the authors to three conclusions: (1) After the method course it is less likely that student teachers draw individual work of students. (2) After the course, student teachers were less likely to draw children working on closely guided assignments. Post-course, more student teachers draw pupils working on own projects and tasks. (3) After the method course, it is less likely that student teachers draw themselves in a conventional, classically furnished classroom with only chalkboard and neatly arranged tables and chairs. Taking a dialogic and constructivist approach of learning into account, this research shows that the methods course expanded the student teachers’ repertoire of teaching methods for Media and Computer Science lessons. For following studies in computer science education, the results should be verified by accompanying interviews and subsequently find their way into pedagogical training.
{"title":"Imagine Yourself as a Media and Computer Science Teacher","authors":"Pascal Zaugg, Andreas Gumpert","doi":"10.1145/3556787.3556862","DOIUrl":"https://doi.org/10.1145/3556787.3556862","url":null,"abstract":"In order to investigate pre-service primary teachers’ mental images and beliefs about Media and Computer Science teaching, the Draw-A-Science-Teacher-Test Checklist (DASTT-C) was adapted for the field of Media and Computer Science. For this explorative study, 78 student teachers were asked to imagine themselves as Media and Computer Science teacher before and after a methods seminar. Using a qualitative research approach and building upon the ideas of the Draw-A-Science-Teacher-Test Checklist, the drawings before and after the course were coded. A coding scheme was developed, resulting in the Draw-A-Media-And-Computer-Science-Teacher Repository (DMECS-R). Subsequently, the results of the coding were analysed and evaluated with a mixed-method approach. Quantitative comparison of the number of recategorizations of the drawings after the methods course, comparison of ‘average’ images, visualization with multidimensional scaling and qualitative observations of minimum and maximum individual changes have led the authors to three conclusions: (1) After the method course it is less likely that student teachers draw individual work of students. (2) After the course, student teachers were less likely to draw children working on closely guided assignments. Post-course, more student teachers draw pupils working on own projects and tasks. (3) After the method course, it is less likely that student teachers draw themselves in a conventional, classically furnished classroom with only chalkboard and neatly arranged tables and chairs. Taking a dialogic and constructivist approach of learning into account, this research shows that the methods course expanded the student teachers’ repertoire of teaching methods for Media and Computer Science lessons. For following studies in computer science education, the results should be verified by accompanying interviews and subsequently find their way into pedagogical training.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121543511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Rizvi, Sue Sentance, K. Childs, H. Leonard, Oliver Quinlan, Jane Waite
Research suggests that gender-based stereotypes in computing may develop at an early age. However, there is limited evidence on how teaching interventions can be used to increase engagement and interest, especially in computing education for young pupils. We describe a small-scale intervention which is part of a larger programme addressing barriers to female students’ uptake of computing. This study focused on pupils aged 5-7 (K-2) and the use of a storytelling approach to teach programming. It consisted of a 12-week pilot randomised control trial (RCT) in 19 schools in England (346 girls and 326 boys). Despite limited evidence of change in pupil attitudes when comparing intervention and control group survey data, qualitative evidence suggests the intervention was feasible for teachers and engaging for pupils. We conclude that the pilot has the potential to be built upon, scaled up and investigated further.
{"title":"Use of storytelling to increase engagement and motivation in computing in lower primary schools","authors":"S. Rizvi, Sue Sentance, K. Childs, H. Leonard, Oliver Quinlan, Jane Waite","doi":"10.1145/3556787.3556876","DOIUrl":"https://doi.org/10.1145/3556787.3556876","url":null,"abstract":"Research suggests that gender-based stereotypes in computing may develop at an early age. However, there is limited evidence on how teaching interventions can be used to increase engagement and interest, especially in computing education for young pupils. We describe a small-scale intervention which is part of a larger programme addressing barriers to female students’ uptake of computing. This study focused on pupils aged 5-7 (K-2) and the use of a storytelling approach to teach programming. It consisted of a 12-week pilot randomised control trial (RCT) in 19 schools in England (346 girls and 326 boys). Despite limited evidence of change in pupil attitudes when comparing intervention and control group survey data, qualitative evidence suggests the intervention was feasible for teachers and engaging for pupils. We conclude that the pilot has the potential to be built upon, scaled up and investigated further.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126430864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sabiha Yeni, Jacqueline Nijenhuis-Voogt, F. Hermans, E. Barendsen
Embedding Computational Thinking (CT) in the context of various school subjects across the curriculum, not only CS or STEM, is receiving increased attention. CT skills can be instrumental in many subjects, which makes the integration an opportunity for learning CT but also for deepening subject specific learning. This study focuses on language arts, in particular English as a second language. It investigates digital storytelling as a way to integrate CT, analyzing its impact on students’ learning both of English and of CT, and on students’ attitudes toward the CT integrated English lesson. A class of 8th grade students (average age 13 years) participated in the study. The impact of the CT integrated lessons was investigated using students’ final products, surveys, rubrics, exit tickets and focus group interviews. The results suggest that the digital storytelling approach may improve students’ learning of English and of CT, and that it helped enhancing students’ creativity and collaboration, thus promoting their digital participation.
{"title":"An Integration of Computational Thinking and Language Arts: The Contribution of Digital Storytelling to Students’ Learning","authors":"Sabiha Yeni, Jacqueline Nijenhuis-Voogt, F. Hermans, E. Barendsen","doi":"10.1145/3556787.3556858","DOIUrl":"https://doi.org/10.1145/3556787.3556858","url":null,"abstract":"Embedding Computational Thinking (CT) in the context of various school subjects across the curriculum, not only CS or STEM, is receiving increased attention. CT skills can be instrumental in many subjects, which makes the integration an opportunity for learning CT but also for deepening subject specific learning. This study focuses on language arts, in particular English as a second language. It investigates digital storytelling as a way to integrate CT, analyzing its impact on students’ learning both of English and of CT, and on students’ attitudes toward the CT integrated English lesson. A class of 8th grade students (average age 13 years) participated in the study. The impact of the CT integrated lessons was investigated using students’ final products, surveys, rubrics, exit tickets and focus group interviews. The results suggest that the digital storytelling approach may improve students’ learning of English and of CT, and that it helped enhancing students’ creativity and collaboration, thus promoting their digital participation.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133397509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The discussion about informatics as a school subject and media education is almost 40 years old. In Germany for example, it was decided in the 1980s to teach ”basic information technology” in an integrated way, i.e. hidden in other subjects. This has not worked well for many reasons. This talk wants to show the connection between the shift towards digital education and the increasing relevance of informatics as a school subject. These developments are mutually dependent: digital education is not complete without informatics, but in many places the compulsory school subject of informatics has only been introduced because of the requirements for digital education. The ”Dagstuhl Triangle” [2] is one of the models that helps to understand the developments of recent years. It is also an important starting point for thinking about the meaning and purpose of our subject. Therefore, in this paper the main aspects of this model are explained briefly.
{"title":"Digital Education and Informatics – You can’t have One without the Other","authors":"I. Diethelm","doi":"10.1145/3556787.3556790","DOIUrl":"https://doi.org/10.1145/3556787.3556790","url":null,"abstract":"The discussion about informatics as a school subject and media education is almost 40 years old. In Germany for example, it was decided in the 1980s to teach ”basic information technology” in an integrated way, i.e. hidden in other subjects. This has not worked well for many reasons. This talk wants to show the connection between the shift towards digital education and the increasing relevance of informatics as a school subject. These developments are mutually dependent: digital education is not complete without informatics, but in many places the compulsory school subject of informatics has only been introduced because of the requirements for digital education. The ”Dagstuhl Triangle” [2] is one of the models that helps to understand the developments of recent years. It is also an important starting point for thinking about the meaning and purpose of our subject. Therefore, in this paper the main aspects of this model are explained briefly.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126281507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computational Thinking (CT) is a fundamental and important skill set in our world and should therefore be taught and practiced in school. In this poster abstract, we present our ongoing initiative on establishing CT as a fundamental and interdisciplinary contribution of Computer Science as a necessary component of general education and describe our aim to enhance the knowledge about it in Switzerland’s teacher communities. We give an outline of our planned activities and present first results from a field test in a Swiss high school with an original example of CT-tailored teaching material for the subject of logic.
{"title":"Enhancing the Role of Computational Thinking in Primary and Secondary Education in Switzerland","authors":"Ruedi Arnold, Barbara Amstalden, Jörg Bader","doi":"10.1145/3556787.3556874","DOIUrl":"https://doi.org/10.1145/3556787.3556874","url":null,"abstract":"Computational Thinking (CT) is a fundamental and important skill set in our world and should therefore be taught and practiced in school. In this poster abstract, we present our ongoing initiative on establishing CT as a fundamental and interdisciplinary contribution of Computer Science as a necessary component of general education and describe our aim to enhance the knowledge about it in Switzerland’s teacher communities. We give an outline of our planned activities and present first results from a field test in a Swiss high school with an original example of CT-tailored teaching material for the subject of logic.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121186520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Machine learning (ML) has triggered major changes across a great number of computing fields. People’s lives today are full of ML-driven services: eerily accurate recommendations, ability to automatically tag one’s friends in photos, and well working translation systems, for example. This keynote talk presents how ML technology upends the computational thinking (CT) consensus in computing education. It begins by presenting why and how a number of classical “CT1.0” concepts need to be re-thought for the “CT2.0” (machine learning) era, from control structures and problem-solving workflow, to correctness and notional machines. Based on a series of classroom interventions on teaching machine learning to middle schoolers, conducted by DIGS RC at University of Eastern Finland, the talk also presents how classroom pedagogy shifts between CT1.0 and CT2.0.
{"title":"Computational Thinking 2.0","authors":"M. Tedre","doi":"10.1145/3556787.3556788","DOIUrl":"https://doi.org/10.1145/3556787.3556788","url":null,"abstract":"Machine learning (ML) has triggered major changes across a great number of computing fields. People’s lives today are full of ML-driven services: eerily accurate recommendations, ability to automatically tag one’s friends in photos, and well working translation systems, for example. This keynote talk presents how ML technology upends the computational thinking (CT) consensus in computing education. It begins by presenting why and how a number of classical “CT1.0” concepts need to be re-thought for the “CT2.0” (machine learning) era, from control structures and problem-solving workflow, to correctness and notional machines. Based on a series of classroom interventions on teaching machine learning to middle schoolers, conducted by DIGS RC at University of Eastern Finland, the talk also presents how classroom pedagogy shifts between CT1.0 and CT2.0.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132369451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital games are an important leisure activity for teenagers. In Germany, 72% of 12- to 19-year-olds play every day or several times a week in the year 2021. This poster abstract presents a research design to survey students’ conceptions of programming and designing digital games and their functionality. The research results will advise computing education in programming digital games. In the pilot study with seven secondary school students we used the methods of brainstorming, sorting, structural mapping technique and miracle question to figure out which methods are suitable for our research purpose. First results show that some relevant computing-related phenomena in the context of game design can be identified. For instance, we found the following categories: bugs and errors, server functionality, object behavior and game execution.
{"title":"How to Reveal Students’ Conceptions of Programming and Designing Digital Games","authors":"Fatma Batur, T. Brinda","doi":"10.1145/3556787.3556815","DOIUrl":"https://doi.org/10.1145/3556787.3556815","url":null,"abstract":"Digital games are an important leisure activity for teenagers. In Germany, 72% of 12- to 19-year-olds play every day or several times a week in the year 2021. This poster abstract presents a research design to survey students’ conceptions of programming and designing digital games and their functionality. The research results will advise computing education in programming digital games. In the pilot study with seven secondary school students we used the methods of brainstorming, sorting, structural mapping technique and miracle question to figure out which methods are suitable for our research purpose. First results show that some relevant computing-related phenomena in the context of game design can be identified. For instance, we found the following categories: bugs and errors, server functionality, object behavior and game execution.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128833806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learners’ conceptions of program dynamics shape their reading, writing, and debugging of code. But, the invisibility of underlying program behaviors that transform code to outcomes challenges learners. Teachers adopt notional machines, defined as simplified notions about program dynamics, to support learners within computing classrooms. Researchers have gathered notional machine examples by interviewing post-secondary instructors. But, there is a need to capture notional machines in practice within computing classrooms, particularly introductory high school classes where teachers communicate program dynamics to learners with limited to no prior programming experiences. Through a qualitative video analysis of seven online class periods (80 minutes each) across 14 weeks of an introductory physical computing electronic textiles high school unit, this paper answers: (1) What notional machines did the teacher use in practice? (2) At what levels of granularity did they communicate program dynamics? And, (3) What representational forms did they take? The analysis revealed a three-tier framework to capture notional machines in practice. First, notional machines belonged to one of the five themes depending on the layer of abstraction simplified within electronic textiles. Second, they differed along the levels of granularity—individual atoms, program blocks, relations between blocks, or the entire program. Third, they took two distinct representational forms—verbal explanations and participatory roleplays. Overall, the analysis has two-fold contribution: provides a framework for future research to capture and study notional machines in practice, and, at the same time, presents one of the first accounts of notional machines adopted within a high school introductory physical computing unit.
{"title":"Video Analysis of a Teacher’s Use of Notional Machines in an Introductory High School Electronic Textile Unit: A three-tier framework to capture notional machines in practice","authors":"Gayithri Jayathirtha","doi":"10.1145/3556787.3556798","DOIUrl":"https://doi.org/10.1145/3556787.3556798","url":null,"abstract":"Learners’ conceptions of program dynamics shape their reading, writing, and debugging of code. But, the invisibility of underlying program behaviors that transform code to outcomes challenges learners. Teachers adopt notional machines, defined as simplified notions about program dynamics, to support learners within computing classrooms. Researchers have gathered notional machine examples by interviewing post-secondary instructors. But, there is a need to capture notional machines in practice within computing classrooms, particularly introductory high school classes where teachers communicate program dynamics to learners with limited to no prior programming experiences. Through a qualitative video analysis of seven online class periods (80 minutes each) across 14 weeks of an introductory physical computing electronic textiles high school unit, this paper answers: (1) What notional machines did the teacher use in practice? (2) At what levels of granularity did they communicate program dynamics? And, (3) What representational forms did they take? The analysis revealed a three-tier framework to capture notional machines in practice. First, notional machines belonged to one of the five themes depending on the layer of abstraction simplified within electronic textiles. Second, they differed along the levels of granularity—individual atoms, program blocks, relations between blocks, or the entire program. Third, they took two distinct representational forms—verbal explanations and participatory roleplays. Overall, the analysis has two-fold contribution: provides a framework for future research to capture and study notional machines in practice, and, at the same time, presents one of the first accounts of notional machines adopted within a high school introductory physical computing unit.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116721139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students often struggle with debugging in the K-12 classroom. Supporting them individually provides a huge challenge for teachers, as they have to grasp the problem, diagnose why the student is stuck, and react with an appropriate intervention without simply specifying the solution in a very short amount of time. To this end, teachers need corresponding diagnostic and intervention skills, a core component of pedagogical content knowledge (PCK). However, such skills – as well as debugging in general – typically only play a minor role in teacher education. Therefore, we present a research project to investigate and foster teachers’ diagnostic and intervention skills in debugging. As a first step, we analyzed teachers’ perceptions of typical problems students have in debugging and how teachers support them using a persona approach. The first findings reveal some common problems and a spectrum of interventions and feedback teachers use to support students.
{"title":"Investigating Teachers’ Diagnostic and Intervention Skills in Debugging","authors":"Heike Hennig, Tilman Michaeli","doi":"10.1145/3556787.3556875","DOIUrl":"https://doi.org/10.1145/3556787.3556875","url":null,"abstract":"Students often struggle with debugging in the K-12 classroom. Supporting them individually provides a huge challenge for teachers, as they have to grasp the problem, diagnose why the student is stuck, and react with an appropriate intervention without simply specifying the solution in a very short amount of time. To this end, teachers need corresponding diagnostic and intervention skills, a core component of pedagogical content knowledge (PCK). However, such skills – as well as debugging in general – typically only play a minor role in teacher education. Therefore, we present a research project to investigate and foster teachers’ diagnostic and intervention skills in debugging. As a first step, we analyzed teachers’ perceptions of typical problems students have in debugging and how teachers support them using a persona approach. The first findings reveal some common problems and a spectrum of interventions and feedback teachers use to support students.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114242378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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