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Debugging in programming as a multimodal practice in early childhood education settings

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dc.contributor Aalto-yliopisto fi
dc.contributor Aalto University en
dc.contributor.author Heikkilä, Mia
dc.contributor.author Mannila, Linda
dc.date.accessioned 2021-02-26T07:13:31Z
dc.date.available 2021-02-26T07:13:31Z
dc.date.issued 2018-07
dc.identifier.citation Heikkilä , M & Mannila , L 2018 , ' Debugging in programming as a multimodal practice in early childhood education settings ' , Multimodal Technologies and Interaction , vol. 2 , no. 3 , 42 , pp. 1-19 . https://doi.org/10.3390/mti2030042 en
dc.identifier.issn 2414-4088
dc.identifier.other PURE UUID: 7dfd9330-536b-4729-95ea-eb0891dc3719
dc.identifier.other PURE ITEMURL: https://research.aalto.fi/en/publications/7dfd9330-536b-4729-95ea-eb0891dc3719
dc.identifier.other PURE LINK: http://www.scopus.com/inward/record.url?scp=85071265974&partnerID=8YFLogxK
dc.identifier.other PURE FILEURL: https://research.aalto.fi/files/56235937/Debugging_in_Programming.pdf
dc.identifier.uri https://aaltodoc.aalto.fi/handle/123456789/102790
dc.description.abstract The aim of this article is to broadly elaborate on how programming can be understood as a new teaching scope in preschools, focusing specifically on debugging as one of the phases involved in learning to program. The research question How can debugging as part of teaching and learning programming be understood as multimodal learning? has guided the analysis and the presentation of the data. In this study, and its analysis process, we have combined a multimodal understanding of teaching and learning practices with understandings of programming and how it is practiced. Consequently, the multidisciplinary approach in this study, combining theories from social sciences with theories and concepts from computer science, is central throughout the article. This is therefore also a creative, explorative process as there are no clear norms to follow when conducting multidisciplinary analyses. The data consist of video recordings of teaching sessions with children and a teacher engaged in programming activities. The video material was recorded in a preschool setting during the school year 2017–2018 and consists of 25 sessions of programming activities with children, who were four or five years old. The results show how debugging in early childhood education is a multimodal activity socially established by use of speech, pointing and gaze. Our findings also indicate that artefacts are central to learning debugging, and a term ‘instructional artefacts’ is therefore added. Finally, the material shows how basic programming concepts and principles can be explored with young children. en
dc.format.extent 19
dc.format.extent 1-19
dc.format.mimetype application/pdf
dc.language.iso en en
dc.publisher MDPI AG
dc.relation.ispartofseries Multimodal Technologies and Interaction en
dc.relation.ispartofseries Volume 2, issue 3 en
dc.rights openAccess en
dc.title Debugging in programming as a multimodal practice in early childhood education settings en
dc.type A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä fi
dc.description.version Peer reviewed en
dc.contributor.department Åbo Akademi University
dc.contributor.department Department of Media
dc.subject.keyword Debugging
dc.subject.keyword Early childhood education
dc.subject.keyword Instructional artefacts
dc.subject.keyword Multimodality
dc.subject.keyword Programming
dc.identifier.urn URN:NBN:fi:aalto-202102262079
dc.identifier.doi 10.3390/mti2030042
dc.type.version publishedVersion

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