A Flipped Systematic Debugging Approach to Enhance Elementary Students' Program Debugging Performance and Optimize Cognitive Load
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| Titel: | A Flipped Systematic Debugging Approach to Enhance Elementary Students' Program Debugging Performance and Optimize Cognitive Load |
|---|---|
| Sprache: | English |
| Autoren: | Gao, Xuemin (ORCID |
| Quelle: | Journal of Educational Computing Research. Sep 2023 61(5):1064-1095. |
| Verfügbarkeit: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publikationsdatum: | 2023 |
| Publikationsart: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Flipped Classroom, Error Correction, Elementary School Students, Programming, Academic Achievement, Cognitive Processes, Difficulty Level, Computer Science Education, Computation, Thinking Skills, Grade 5, Instructional Design, Foreign Countries |
| Geografische Kategorien: | Asia |
| DOI: | 10.1177/07356331221133560 |
| ISSN: | 0735-6331 1541-4140 |
| Abstract: | Reintroducing computer science (CS) education in K-12 schools to promote computational thinking (CT) has attracted significant attention among scholars and educators. Among the several essential components included in CS and CT education, program debugging is an indispensable skill. However, debugging teaching has often been overlooked in K-12 contexts, and relevant empirical studies are lacking in the literature. Moreover, novices generally have poor performance in domain knowledge and strategic knowledge concerning debugging. They also consistently experience a high cognitive burden in debugging learning. To address these gaps, we developed a flipped systematic debugging approach combined with a systematic debugging process (SDP) and the modeling method. A quasi-experimental study was conducted to explore the effectiveness of this flipped systematic debugging approach, in which 83 fifth-grade students attended the flipped debugging training lessons with the SDP-modeling method, and 75 fifth-grade students attended the unassisted flipped debugging training lessons without the SDP-modeling method. The results indicated that flipped debugging training using the SDP-modeling method improved students' debugging skills. The results from the questionnaire showed that the proposed teaching approach increased the students' investment in germane cognitive load by promoting schema construction. It also helped reduce students' intrinsic and extraneous cognitive load in learning. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Dokumentencode: | EJ1386911 |
| Datenbank: | ERIC |
Nájsť tento článok vo Web of Science | Abstract: | Reintroducing computer science (CS) education in K-12 schools to promote computational thinking (CT) has attracted significant attention among scholars and educators. Among the several essential components included in CS and CT education, program debugging is an indispensable skill. However, debugging teaching has often been overlooked in K-12 contexts, and relevant empirical studies are lacking in the literature. Moreover, novices generally have poor performance in domain knowledge and strategic knowledge concerning debugging. They also consistently experience a high cognitive burden in debugging learning. To address these gaps, we developed a flipped systematic debugging approach combined with a systematic debugging process (SDP) and the modeling method. A quasi-experimental study was conducted to explore the effectiveness of this flipped systematic debugging approach, in which 83 fifth-grade students attended the flipped debugging training lessons with the SDP-modeling method, and 75 fifth-grade students attended the unassisted flipped debugging training lessons without the SDP-modeling method. The results indicated that flipped debugging training using the SDP-modeling method improved students' debugging skills. The results from the questionnaire showed that the proposed teaching approach increased the students' investment in germane cognitive load by promoting schema construction. It also helped reduce students' intrinsic and extraneous cognitive load in learning. |
|---|---|
| ISSN: | 0735-6331 1541-4140 |
| DOI: | 10.1177/07356331221133560 |