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<p>As science classrooms increasingly adopt computational tools to support inquiry-based learning, teachers must develop new instructional strategies to help students navigate the technical challenges that invariably arise, particularly debugging programmable sensors. This paper presents four case studies of secondary science teachers as they developed their “debugging pedagogies”—a repertoire of strategies to support students as they debugged a programmable sensor technology—through participation in two year-long professional learning cycles. Using the lens of the Interconnected Model of Teacher Professional Growth, we analyze shifts across personal, practical, consequential, and external domains of teacher learning. Data sources include videos of teachers’ workshops activities and classroom enactments, interviews, and surveys. Analyses examine how teachers’ debugging pedagogies evolved through cycles of collaborative learning, reflection, and classroom enactments. While all teachers demonstrated increased confidence and responsiveness in supporting students’ debugging efforts, contextual factors, such as curriculum constraints and class size, shaped how their beliefs about how much to let students struggle during debugging translated into classroom practice. This work contributes to the field of science education by extending a model for designing professional learning to support both technical skill development and pedagogical growth in computationally rich classrooms.</p>

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Tracing the Evolution of Teachers’ Debugging Pedagogies: An Interconnected Model of Teacher Professional Learning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月7日

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  • Jessie Nixon,
  • Srinjita Bhaduri,
  • Umar Shehzad,
  • Mimi Recker

摘要

As science classrooms increasingly adopt computational tools to support inquiry-based learning, teachers must develop new instructional strategies to help students navigate the technical challenges that invariably arise, particularly debugging programmable sensors. This paper presents four case studies of secondary science teachers as they developed their “debugging pedagogies”—a repertoire of strategies to support students as they debugged a programmable sensor technology—through participation in two year-long professional learning cycles. Using the lens of the Interconnected Model of Teacher Professional Growth, we analyze shifts across personal, practical, consequential, and external domains of teacher learning. Data sources include videos of teachers’ workshops activities and classroom enactments, interviews, and surveys. Analyses examine how teachers’ debugging pedagogies evolved through cycles of collaborative learning, reflection, and classroom enactments. While all teachers demonstrated increased confidence and responsiveness in supporting students’ debugging efforts, contextual factors, such as curriculum constraints and class size, shaped how their beliefs about how much to let students struggle during debugging translated into classroom practice. This work contributes to the field of science education by extending a model for designing professional learning to support both technical skill development and pedagogical growth in computationally rich classrooms.