We present a detailed account of the interactional work between a programming instructor and a middle school student that leads to the resolution of an elusive error in the student’s code. By tracing the fine details of how this resolution came to be, we demonstrate how learning to debug in face-to-face interactions resembles a process of enskilment.
|Original language||English (US)|
|Number of pages||2|
|Journal||Proceedings of International Conference of the Learning Sciences, ICLS|
|State||Published - 2018|
|Event||13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom|
Duration: Jun 23 2018 → Jun 27 2018
Bibliographical noteFunding Information:
This work was supported by NSF AISL #1612660, #1612770, and #1607742.