A K-8 Debugging Learning Trajectory Derived from Research Literature
A K-8 Debugging Learning Trajectory Derived from Research Literature
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来自研究文献的 K-8 调试学习轨迹
DOI：
10.1145/3287324.3287396
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Diana Franklin
中科院分区：
文献类型：
--
作者：
Katie Rich;Carla Strickland;Andrew Binkowski;Diana Franklin
课程开发取决于以下问题：特定主题的学习目标是什么，以及如何合理地组织和安排这些目标？计算思维（CT）主题的学习轨迹（LT）将有助于指导小学计算机科学的新兴课程开发工作。本研究描述了用于调试的LT的开发。我们对K-8计算机科学教育的学术研究进行了严格的分析，以提取调试学生应该并且能够学习的概念。这些概念被组织到LT中。在本文中，我们描述了在创建轨迹过程中出现的调试的三个维度：（1）发现和修复错误的策略，（2）错误的类型，以及（3）错误在解决问题中的作用。在这样做的时候，我们超越了特定调试策略的识别，进一步阐明知识，这将有助于学生了解何时使用这些技术，以及为什么他们是成功的。最后，我们说明了如何指导我们的努力，开发一个综合的数学和CT课程的3-5年级。
Curriculum development is dependent on the following question: What are the learning goals for a specific topic, and what are reasonable ways to organize and order those goals? Learning trajectories (LTs) for computational thinking (CT) topics will help to guide emerging curriculum development efforts for computer science in elementary school. This study describes the development of an LT for Debugging. We conducted a rigorous analysis of scholarly research on K-8 computer science education to extract what concepts in debugging students should and are capable of learning. The concepts were organized into the LT presented within. In this paper, we describe the three dimensions of debugging that emerged during the creation of the trajectory: (1) strategies for finding and fixing errors, (2) types of errors, and (3) the role of errors in problem solving. In doing so, we go beyond identification of specific debugging strategies to further articulate knowledge that would help students understand when to use those techniques and why they are successful. Finally, we illustrate how the Debugging LT has guided our efforts to develop an integrated mathematics and CT curriculum for grades 3-5.