Abstract
In my dissertation study, I examine teaching and learning through the use of notional machines-pedagogical approaches to communicate runtime behavior of programs-in the context of high school students programming electronic textiles physical computing artifacts. My focus will be on: (1) teachers' notional machines, (2) development of students' understanding of programs and programmed systems, and (3) the relationship between teachers' notional machines and student understanding. This study will contribute to our understanding of how to support the diverse K-12 student population to better understand abstract computing concepts within physical computing classrooms.
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