Name: Oladeji uthman akorede

Matric No: 2230130003

Author Name: David DeLiema
Date of Publication: February, 2024

Contrasting stances at the crossroads of debugging learning opportunities

ABSTRACT

Failures in learning environments often present valuable opportunities for growth and learning.
However, existing experimental research and meta-reviews tend to focus on singular learning
processes, such as efficient problem-solving or conceptual transfer, overlooking the diverse
learning strategies that teachers and students employ following setbacks. This discrepancy
highlights a gap between theoretical frameworks and the complex reality of how individuals
navigate learning challenges. This study centers on computer science education workshops for
middle school students, aged approximately 10 to 14, conducted during weekends and summers
in a major city in the United States. Employing discursive psychology, interaction analysis, and
portraiture, our research delves into the selection and prioritization of five key learning processes
evident in naturalistic discourse surrounding learning impasses. We particularly focus on
instances where students and teachers disagree on which learning processes to prioritize.
Through three case studies, we combine detailed conversation analyses with longitudinal
portraits of students engaged in coding learning over a year. Our findings illustrate that moments
of failure not only offer diverse learning opportunities but also trigger debates among students
and instructors regarding which learning processes are most valuable to pursue in a given
situation. These debates include discussions about the rationale behind prioritizing specific
learning processes. This study highlights a crucial tension in educational settings concerning
which learning goals and supports should be prioritized, as well as whose perspective should
prevail. By shedding light on this under-examined aspect, we advocate for a more nuanced
understanding of how learning from failure unfolds, offering valuable insights for both research
and teaching practices aimed at fostering productive learning experiences in the face of
challenges.