Contrasting stances at the crossroads of debugging learning opportunities

Bibliographic Data

ID5266280
AuthorsDavid Deliema (0000-0002-2014-0313, Department of Educational Psychology University of Minnesota Minneapolis Minnesota USA, corresponding author), Ashley Hufnagle (Department of Educational Psychology University of Minnesota Minneapolis Minnesota USA), Ashley S Hufnagle (0000-0002-4031-3402, University of Minnesota), Miguel Ovies‐bocanegra (Learning Sciences Northwestern University Evanston Illinois USA), Miguel A Ovies‐Bocanegra (Northwestern University)
Year2025
Volume95
Issue1
Pages73-91
Publication date2025-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12666
PMID38366305
OpenAlexW4392783018
LanguageEN
Citations received2
References cited71

BackgroundMoments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes following impasses, including preparing to curb recurring problems and preparing for novel impasses.SampleThis work focuses on weekend and summer computer science education workshops for middle school students (roughly ages 10-14) in a large city in the United States.MethodDrawing on discursive psychology, interaction analysis and portraiture, we examine the selection and prioritization of five valued learning processes in naturalistic discourse around impasses, especially when students and teachers disagree with one another. In three case studies, our approach blends detailed analyses of conversations with longitudinal portraits of students across a year invested in learning coding.ResultsWe document how moments of failure not only create openings for numerous learning opportunities, but also occasion argumentation between students and instructors about which valued learning process they view as worthy of prioritizing and pursuing in the moment, including their rationale for foregrounding a particular process.ConclusionWe argue that this work throws light on an under-examined, yet central tension around which goals and supports - and whose perspective on those goals and supports - to foreground in research and teaching that pursue productive learning from moments of failure

Cognitive psychology · Cognitive science · Debugging · Developmental psychology · Mathematics education · Programming language · Computer Science · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychology · Teaching and Learning Programming

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Open DOIOpen Access