Collaborative Research: Debugging by Design: Developing a Tool Set for Debugging with Electronic Textiles to Promote Computational and Engineering Thinking in High School

调试在计算机教育和更普遍的跨许多学科的问题解决中都很普遍。“设计调试”项目侧重于通过将工程引入高中计算机科学（CS）课堂，将工程电子纺织品的调试作为一种中心计算思维实践的发展。与教授调试策略的传统方法不同，本项目的目标是研究一种称为“设计调试”的新教学方法，在这种方法中，研究人员通过让学生和教师自己设计调试活动和由调试工具支持的材料来扭转局面。该方法的假设是，设计调试将加强教师和学生对计算和工程思维的学习，同时培养围绕计算能力的成长心态。电子纺织结构套件包括可缝微控制器、传感器和执行器，结合了计算、工艺和工程，从而跨越了物理和计算。这种特殊的混合媒介是研究调试在培养工程计算思维方面的教学价值的理想媒介。bug可以同时存在于其中一种或两种媒体中。调试这样的多面系统不仅可以作为一种技术技能来实践计算思维和编程，而且作为一种发展技能，它也是非常宝贵的，可以引导成长心态和“生产性失败”的概念。该项目由STEM+Computing项目资助，该项目旨在通过将计算思维和计算活动应用于STEM学科的教学和学习中，解决计算STEM领域的新挑战。该项目包括相互关联的研究和材料设计组件。开发的教学材料将整合到探索计算机科学（ECS）教室。该项目旨在回答的研究问题包括调试如何进一步促进计算思维，调试如何鼓励成长型思维，教师如何将项目材料嵌入ECS，以及教师从设计调试活动中学到什么。研究将在洛杉矶联合学区和费城学区的ECS教室中进行。研究人员将在前两年的每一年与2个教室（每个教室35名学生）合作，在第三年与8个教室合作。二年级还将举办两场“调试马拉松”（Debuggathons）（调试设计活动），由师生共同参与。该项目的可交付成果包括(a)调试工具支持，可以帮助教师和学生调试先进电子纺织品中的代码和电路设计；(b)设计和实施教学调试活动，学生和他们的老师可以在探索计算机科学高中教室中创建和使用这些活动；(c)学生和教师的数据和分析，提供证据证明如何进行和设计调试活动可以促进学生的计算思维和培养成长型思维。

Debugging is pervasive in both computing education and more generally in problem-solving across many disciplines. Project "Debugging by Design" focuses on the development of debugging for engineering electronic textiles as a central computational thinking practice by putting engineering into high school computer science (CS) classrooms. Unlike traditional approaches that teach debugging strategies, the goal of this project is to investigate a new instructional approach called "debugging by design" where the researchers turn the tables by having students and teachers themselves design debugging activities and materials supported by debugging tools. The hypothesis of the approach is that debugging by design will strengthen teachers' and students' learning of computational and engineering thinking while fostering a growth mindset around computational competencies. Electronic textile construction kits include sewable microcontrollers, sensors, and actuators combining computing, crafting, and engineering thus spanning both the physical and the computational. This particular hybrid medium is ideal for a study on the pedagogical value of debugging in fostering computational thinking in engineering. Bugs can exist in either or both of the media at the same time. Debugging such multi-faceted systems lends itself not only to the practice of computational thinking and programming as a technical skill, but it is also invaluable as a developmental skill leading to a growth mindset and the concept of "productive failure". The project is funded by the STEM+Computing program, which seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12). This project includes interconnected research and materials-design components. The instructional materials developed will be integrated into Exploring Computer Science (ECS) classrooms. The research questions that the project aims to answer include how debugging furthers computational thinking, how debugging encourages a growth mindset, how teachers embed project materials into ECS, and what teachers learn from designing debugging activities. Research will be carried out with ECS classrooms in the Los Angeles Unified School District and School District of Philadelphia. Researchers will work with 2 classrooms (35 students each) in each of the first two years and eight classrooms in the third year. Two "Debuggathons" (debugging design activities) will also be conducted in year 2, with both teachers and students jointly participating. The deliverables of the project include (a) debugging tool support that can help teachers and students debug the code and circuit designs in their advanced electronic textiles; (b) designs and implementations of instructional debugging activities that can be created and used by students and their teachers in Exploring Computer Science high school classrooms; and (c) student and teacher data and analysis that provide evidence on how doing and designing debugging activities can further students' computational thinking and foster a growth mindset.