Background and Context: More data are needed about how young learners identify and fix errors while programming in pairs. Objective: The study will identify discernible patterns in the intersection between debugging processes and the type of regulation used during debugging while children engage in coding to drive further theory and model…

Background and Context: Computational Thinking (CT) is a skill all students should learn. This requires using inclusive approaches to teach CT to a wide spectrum of students. However, strategies for teaching CT to students with exceptionalities are not well studied. Objective: This study draws on lessons learned in two fourth-grade classrooms --…

Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their…