Contrasting Stances at the Crossroads of Debugging Learning Opportunities
Saved in:
| Title: | Contrasting Stances at the Crossroads of Debugging Learning Opportunities |
|---|---|
| Language: | English |
| Authors: | David DeLiema (ORCID |
| Source: | British Journal of Educational Psychology. 2025 95(1):73-91. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1612770 1607742 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Nonprofit Organizations, Summer Programs, Workshops, Design, Research Projects, Coding, Hispanic American Students, Asian American Students, White Students, Troubleshooting, Learning Experience, Failure, Self Efficacy, Cognitive Style |
| DOI: | 10.1111/bjep.12666 |
| ISSN: | 0007-0998 2044-8279 |
| Abstract: | Background: Moments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes following impasses, including preparing to curb recurring problems and preparing for novel impasses. Sample: This work focuses on weekend and summer computer science education workshops for middle school students (roughly ages 10-14) in a large city in the United States. Method: Drawing on discursive psychology, interaction analysis and portraiture, we examine the selection and prioritization of five valued learning processes in naturalistic discourse around impasses, especially when students and teachers disagree with one another. In three case studies, our approach blends detailed analyses of conversations with longitudinal portraits of students across a year invested in learning coding. Results: We document how moments of failure not only create openings for numerous learning opportunities, but also occasion argumentation between students and instructors about which valued learning process they view as worthy of prioritizing and pursuing in the moment, including their rationale for foregrounding a particular process. Conclusion: We argue that this work throws light on an under-examined, yet central tension around which goals and supports -- and whose perspective on those goals and supports -- to foreground in research and teaching that pursue productive learning from moments of failure. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460041 |
| Database: | ERIC |
Full Text Finder 
Nájsť tento článok vo Web of Science | Abstract: | Background: Moments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes following impasses, including preparing to curb recurring problems and preparing for novel impasses. Sample: This work focuses on weekend and summer computer science education workshops for middle school students (roughly ages 10-14) in a large city in the United States. Method: Drawing on discursive psychology, interaction analysis and portraiture, we examine the selection and prioritization of five valued learning processes in naturalistic discourse around impasses, especially when students and teachers disagree with one another. In three case studies, our approach blends detailed analyses of conversations with longitudinal portraits of students across a year invested in learning coding. Results: We document how moments of failure not only create openings for numerous learning opportunities, but also occasion argumentation between students and instructors about which valued learning process they view as worthy of prioritizing and pursuing in the moment, including their rationale for foregrounding a particular process. Conclusion: We argue that this work throws light on an under-examined, yet central tension around which goals and supports -- and whose perspective on those goals and supports -- to foreground in research and teaching that pursue productive learning from moments of failure. |
|---|---|
| ISSN: | 0007-0998 2044-8279 |
| DOI: | 10.1111/bjep.12666 |