서브메뉴
검색
Supporting Students and Teachers With Testing and Debugging in the Context of Computational Systems Modeling
Supporting Students and Teachers With Testing and Debugging in the Context of Computational Systems Modeling
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151054
- ISBN
- 9798382188188
- DDC
- 370
- 서명/저자
- Supporting Students and Teachers With Testing and Debugging in the Context of Computational Systems Modeling
- 발행사항
- [Sl] : Michigan State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 212 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
- 주기사항
- Advisor: Krajcik, Joseph.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2024.
- 초록/해제
- 요약To make sense of our interconnected and algorithm driven world, students increasingly need proficiency with computational thinking (CT), systems thinking (ST), and computational modeling. One aspect of computational modeling that can support students with CT, ST, and modeling is testing and debugging. Testing and debugging enables students to analyze and interpret model output to identify aspects that need improvement. Students can subsequently revise their own models or provide meaningful feedback to their peers. Testing and debugging has long been identified as a key learning goal in both science education and computer science. However, current evidence suggests that students have limited opportunities to engage in testing and debugging in K-12 science classrooms. Additionally, both curricular and teacher supports for testing and debugging remain understudied. As such I set out to investigate how students test and debug computational models within a supportive learning environment and how two teachers supported students with testing and debugging in the context of a high school chemistry unit. Through this research, I developed the ST and CT Identification Tool to categorize student testing and debugging behaviors during computational modeling. Using this tool, I identified that students implemented a variety of different patterns of testing and debugging during computational modeling. This suggests that teachers and curricular designers should embrace a diversity of testing and debugging pathways when supporting students with testing and debugging. Likewise, my analysis of pedagogical strategies provides evidence that using synergistic scaffolding and presenting students with clear rationales for engaging with different aspects of testing and debugging encourages students to utilize testing and debugging as a means of improving their computational models.
- 일반주제명
- Teacher education
- 일반주제명
- Secondary education
- 일반주제명
- Science education
- 키워드
- Systems thinking
- 키워드
- Debugging
- 키워드
- Testing
- 기타저자
- Michigan State University Curriculum Instruction and Teacher Education - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 85-10A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017160643
■00520250211151054
■006m o d
■007cr#unu||||||||
■020 ▼a9798382188188
■035 ▼a(MiAaPQ)AAI31141905
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aBowers, Jonathan Robert.▼0(orcid)0000-0001-8993-6988
■24510▼aSupporting Students and Teachers With Testing and Debugging in the Context of Computational Systems Modeling
■260 ▼a[Sl]▼bMichigan State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a212 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-10, Section: A.
■500 ▼aAdvisor: Krajcik, Joseph.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2024.
■520 ▼aTo make sense of our interconnected and algorithm driven world, students increasingly need proficiency with computational thinking (CT), systems thinking (ST), and computational modeling. One aspect of computational modeling that can support students with CT, ST, and modeling is testing and debugging. Testing and debugging enables students to analyze and interpret model output to identify aspects that need improvement. Students can subsequently revise their own models or provide meaningful feedback to their peers. Testing and debugging has long been identified as a key learning goal in both science education and computer science. However, current evidence suggests that students have limited opportunities to engage in testing and debugging in K-12 science classrooms. Additionally, both curricular and teacher supports for testing and debugging remain understudied. As such I set out to investigate how students test and debug computational models within a supportive learning environment and how two teachers supported students with testing and debugging in the context of a high school chemistry unit. Through this research, I developed the ST and CT Identification Tool to categorize student testing and debugging behaviors during computational modeling. Using this tool, I identified that students implemented a variety of different patterns of testing and debugging during computational modeling. This suggests that teachers and curricular designers should embrace a diversity of testing and debugging pathways when supporting students with testing and debugging. Likewise, my analysis of pedagogical strategies provides evidence that using synergistic scaffolding and presenting students with clear rationales for engaging with different aspects of testing and debugging encourages students to utilize testing and debugging as a means of improving their computational models.
■590 ▼aSchool code: 0128.
■650 4▼aTeacher education
■650 4▼aSecondary education
■650 4▼aScience education
■653 ▼aComputational modeling
■653 ▼aComputational thinking
■653 ▼aSystems thinking
■653 ▼aDebugging
■653 ▼aTesting
■690 ▼a0530
■690 ▼a0533
■690 ▼a0714
■71020▼aMichigan State University▼bCurriculum, Instruction, and Teacher Education - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-10A.
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160643▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
