Debugging as a context for fostering reflection on critical thinking and emotion

David DeLiema, Maggie Dahn, Virginia J. Flood, Ana Asuncion, Dor Abrahamson, Noel Enyedy, Francis Steen

Research output: Chapter in Book/Report/Conference proceedingChapter

7 Scopus citations

Abstract

The process of handling breakdowns in computer programming, a practice known as debugging, provides an auspicious context for fostering teacher-student communication about critical thinking. Toward this end, this chapter explores two practical classroom designs. The first design focuses on student journaling and art making about critical thinking processes and emotional experiences that undergird debugging. The second design focuses on instructors modeling and prompting for reflection on critical thinking strategies during debugging. These teaching strategies lead to growth in students’ impressions of their skills for handling failure and their confidence during failure, both vital components of environments that promote deeper learning.

Original languageEnglish (US)
Title of host publicationDeeper Learning, Dialogic Learning, and Critical Thinking
Subtitle of host publicationResearch-based Strategies for the Classroom
PublisherTaylor and Francis
Pages209-228
Number of pages20
ISBN (Electronic)9781000617443
ISBN (Print)9780367339586
DOIs
StatePublished - Sep 12 2019

Bibliographical note

Publisher Copyright:
© 2020 selection and editorial matter, Emmanuel Manalo.

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