{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,17]],"date-time":"2026-06-17T04:20:26Z","timestamp":1781670026954,"version":"3.54.5"},"reference-count":63,"publisher":"Association for Computing Machinery (ACM)","issue":"4","license":[{"start":{"date-parts":[[2024,12,14]],"date-time":"2024-12-14T00:00:00Z","timestamp":1734134400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"funder":[{"name":"National Science Foundation","award":["1742046, 1742053, 2019805"],"award-info":[{"award-number":["1742046, 1742053, 2019805"]}]},{"name":"James F. McDonald Foundation"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["ACM Trans. Comput. Educ."],"published-print":{"date-parts":[[2024,12,31]]},"abstract":"<jats:p>\n            <jats:italic>Objectives<\/jats:italic>\n            . Physical computing systems are increasingly being integrated into secondary school science and STEM instruction, yet little is known about how teachers, especially those with little background and experience in computing, help students during the inevitable debugging moments that arise. In this article, we describe a framework, comprising two dimensions, for characterizing how teachers support students as they debug a physical computing system called the Data Sensor Hub (DASH). The DASH enables students to program sensors to measure, analyze, and visualize data as they engage in science inquiry activities.\n          <\/jats:p>\n          <jats:p>\n            <jats:italic>Participants<\/jats:italic>\n            . Five secondary school teachers implemented an inquiry-oriented instructional unit designed to introduce students to working with the DASH as a tool for scientific inquiry.\n          <\/jats:p>\n          <jats:p>\n            <jats:italic>Study Method<\/jats:italic>\n            . Findings drew on video analysis of the teachers\u2019 classroom implementations of the unit. A review of the data corpus led to the selection of 23 moments where the teachers supported an individual or small groups of students engaged in debugging. These moments were analyzed using a grounded perspective based on Interaction Analysis to characterize the teachers\u2019 varied interactional approaches.\n          <\/jats:p>\n          <jats:p>\n            <jats:italic>Findings<\/jats:italic>\n            . Our analysis revealed how teachers\u2019 moves during debugging moments fell along two dimensions. The first dimension characterizes teachers\u2019 positioning during the debugging interactions, ranging from a positioning for teacher understanding to a positioning for student understanding of the bug. The second dimension characterizes the inquiry orientation of the teachers\u2019 questions and guidance, ranging from focusing on the debugging process to focusing on the product\u2014or fixing the bug. Further, teachers\u2019 moves often fell along different points on these dimensions given nuances in the instructional context.\n          <\/jats:p>\n          <jats:p>\n            <jats:italic>Conclusions<\/jats:italic>\n            . The framework offers a first step toward characterizing teachers\u2019 debugging pedagogy as they support students during debugging moments. It also calls attention to how teachers do not necessarily need to be programming experts to effectively help students learn independent and generalizable debugging strategies. Further, it illustrates the variety of expertise that teachers can bring to debugging moments to support students learning to debug. Finally, the framework provides implications for the design of professional learning and supports for teachers as they increasingly are asked to support students in computing\u2014and debugging\u2014activities across a range of disciplines.\n          <\/jats:p>","DOI":"10.1145\/3677612","type":"journal-article","created":{"date-parts":[[2024,9,9]],"date-time":"2024-09-09T15:44:28Z","timestamp":1725896668000},"page":"1-28","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":7,"title":["Characterizing Teacher Support of Debugging with Physical Computing: Debugging Pedagogies in Practice"],"prefix":"10.1145","volume":"24","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5700-0672","authenticated-orcid":false,"given":"Colin","family":"Hennessy Elliott","sequence":"first","affiliation":[{"name":"Drexel University School of Education, Philadelphia, PA, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-9531-2543","authenticated-orcid":false,"given":"Jessie","family":"Nixon","sequence":"additional","affiliation":[{"name":"Weber State University, Ogden, UT, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5209-8837","authenticated-orcid":false,"given":"Alexandra","family":"Gendrau Chakarov","sequence":"additional","affiliation":[{"name":"University of Colorado, Boulder, CO, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4129-7504","authenticated-orcid":false,"given":"Jeffrey B.","family":"Bush","sequence":"additional","affiliation":[{"name":"University of Colorado, Boulder, CO, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0312-459X","authenticated-orcid":false,"given":"Michael J.","family":"Schneider","sequence":"additional","affiliation":[{"name":"University of Colorado, Boulder, CO, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5372-4403","authenticated-orcid":false,"given":"Mimi","family":"Recker","sequence":"additional","affiliation":[{"name":"Utah State University, Logan, UT, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"320","published-online":{"date-parts":[[2024,12,14]]},"reference":[{"key":"e_1_3_1_2_2","doi-asserted-by":"publisher","DOI":"10.1145\/1151954.1067472"},{"key":"e_1_3_1_3_2","first-page":"1879","volume-title":"The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020","author":"Alzen Jessica L.","year":"2020","unstructured":"Jessica L. 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