Towards an Aid for Teaching Effective Debugging to Lower Secondary Students (Doctoral Consortium)

Abstract

The process of debugging is beneficial for introductory programmers to master but is often difficult for them to perform successfully, typically associated with negative emotional reactions. This doctoral research seeks to enhance the teaching and learning of debugging at a lower secondary level. Perspectives of both students and teachers towards solving errors will be gathered to inform the development of a teaching aid designed to improve students’ debugging ability, attitudes, and emotional experiences.