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Contrasting Stances at the Crossroads of Debugging Learning Opportunities

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Title: Contrasting Stances at the Crossroads of Debugging Learning Opportunities
Language: English
Authors: David DeLiema (ORCID 0000-0002-2014-0313), Ashley Hufnagle, Miguel Ovies-Bocanegra
Source: British Journal of Educational Psychology. 2025 95(1):73-91.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1612770
1607742
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Students, Nonprofit Organizations, Summer Programs, Workshops, Design, Research Projects, Coding, Hispanic American Students, Asian American Students, White Students, Troubleshooting, Learning Experience, Failure, Self Efficacy, Cognitive Style
DOI: 10.1111/bjep.12666
ISSN: 0007-0998
2044-8279
Abstract: Background: Moments 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. Sample: This 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. Method: Drawing 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. Results: We 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. Conclusion: We 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460041
Database: ERIC
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  Data: Contrasting Stances at the Crossroads of Debugging Learning Opportunities
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  Data: <searchLink fieldCode="AR" term="%22David+DeLiema%22">David DeLiema</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2014-0313">0000-0002-2014-0313</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ashley+Hufnagle%22">Ashley Hufnagle</searchLink><br /><searchLink fieldCode="AR" term="%22Miguel+Ovies-Bocanegra%22">Miguel Ovies-Bocanegra</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 19
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Nonprofit+Organizations%22">Nonprofit Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Projects%22">Research Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Asian+American+Students%22">Asian American Students</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Troubleshooting%22">Troubleshooting</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Failure%22">Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink>
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  Data: 10.1111/bjep.12666
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  Data: Background: Moments 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. Sample: This 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. Method: Drawing 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. Results: We 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. Conclusion: We 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.
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