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  1. David DeLiema
  2. Postdoctoral Researcher
  3. Presenter’s NSFRESOURCECENTERS
  4. University of California Berkeley
  1. Dor Abrahamson
  2. http://edrl.berkeley.edu/content/dor-abrahamson
  3. Associate Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of California Berkeley
  1. Melissa Chen
  2. Lead LA Program Director
  3. Presenter’s NSFRESOURCECENTERS
  4. 9 Dots
  1. Maggie Dahn
  2. PhD Candidate
  3. Presenter’s NSFRESOURCECENTERS
  4. UCLA
  1. Noel Enyedy
  2. http://sttep.org
  3. Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Vanderbilt University
  1. Virginia Flood
  2. https://edrl.berkeley.edu/content/virginia-j-flood
  3. PhD Candidate
  4. Presenter’s NSFRESOURCECENTERS
  5. University of California Berkeley
  1. Leiny Garcia
  2. Presenter’s NSFRESOURCECENTERS
  3. 9 Dots
  1. Francis Steen
  2. http://commstudies.ucla.edu/content/francis-steen-phd
  3. Associate Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. UCLA
  1. Josh Taylor
  2. Presenter’s NSFRESOURCECENTERS
  3. 9 Dots
Facilitators’
Choice

Debugging Failure: Fostering Youth Academic Resilience in Computer Science

NSF Awards: 1607742, 1612660, 1612770

2018 (see original presentation & discussion)

Grades K-6, Grades 6-8

The "Debugging Failure" project revolves around the design, implementation, and evaluation of a computer science education workshop aimed at fostering a culture of productive failure practices among elementary and middle school students. In order to learn how students can make the most of productive failure, we are studying how a community of teachers, students, software developers, and researchers understands and shapes its practices around telling stories, assigning fault, and fostering agency during the common experience of encountering bugs in computer code. Our team is implementing cycles of design-based research around four elements of the coding workshop: setting new norms around encountering, interrogating, and practicing expert debugging practices; designing arts-based inquiries into failure and success; leading instructor education workgroups focused on noticing the structure of failure stories and planning discourse-based responses; and building coding software that gives students metadata on their struggles and provides authentic debugging resources. Our data sources stretch across students' ways of participating in coding, their reflections on their coding experiences, and the artifacts they produce along the way. Through micro longitudinal case studies, content analyses, and ethnomethodological conversation analyses, we are making progress understanding how affect, storytelling, play, peer interactions, arts-based reflections, and instructor support carve out a generative debugging culture. 

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