Understanding growth mindset practices in an introductory physical computing classroom: high school students’ engagement with debugging by design activities

Abstract

ABSTRACT Background and Context While debugging is recognized as an essential practice, for many students, encountering bugs can generate emotional responses such as fear and anxiety that can lead to disengagement and the avoidance of computer programming. Growth mindsets can support perseverance and learning in these situations, yet few studies have investigated how growth mindsets emerge in practice amongst K–12 computing students facing physical computing debugging challenges. Objective We seek to understand what (if any) growth mindset practices high school students exhibited when creating and exchanging buggy physical computing projects for their peers to solve during a Debugging by Design activity as part of their introductory computing course. Method We focused on moment-to-moment microgenetic analysis of student interactions in designing and solving bugs for others to examine the practices students exhibited that demonstrated the development of a growth mindset and the contexts in which these practices emerged. Findings We identified five emergent growth mindset practices: choosing challenges that lead to more learning, persisting after setbacks, giving and valuing praise for effort, approaching learning as constant improvement, and developing comfort with failure. Students most often exhibited these practices in peer-to-peer interactions and while making buggy physical computing projects for their peers to solve. Implications Our analysis contributes to a more holistic understanding of students’ social, emotional, and motivational approaches to debugging physical computing projects through the characterization of growth mindset practices. The presented inventory of growth mindset practices may be helpful to further study growth mindset in action in other computing settings.