Embracing Culturally Relevant Computational Thinking in the Preschool Classroom: Leveraging Familiar Contexts for New Learning
Embracing Culturally Relevant Computational Thinking in the Preschool Classroom: Leveraging Familiar Contexts for New Learning
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在学前班课堂上拥抱文化相关的计算思维：利用熟悉的环境进行新的学习
DOI：
10.1007/s10643-023-01581-w
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发表时间：
2023
影响因子：
2.7
通讯作者：
Harper, Frances K.
中科院分区：
文献类型：
--
作者：
Quinn, Margaret F.;Caudle, Lori A.;Harper, Frances K.
计算思维（CT）是一项重要的21世纪世纪技能，很早就开始发展。最近有兴趣将早期CT经验纳入幼儿教育（即，学前教育增加了。事实上，早年是一个重要的时期，在此期间，孩子们获得了初步的能力，兴趣和动机开始形成，并且在此期间，孩子们可能会在STEM领域产生归属感。因此，为儿童提供机器人和计算机科学经验，以支持CT，这些经验也是发展适当和文化相关的关键。本文使用的“强大的思想”的计算机科学，七个发展适当的CT概念，儿童可以学习，作为一个框架，并探讨了两个（复合）教师谁参与和共同开发的文化相关的机器人程序和过程中，他们承担支持儿童的CT发展和学习的经验。本文认为，支持七个关键的强大的理想，同时利用现有的教学程序和背景下，已经发生在大多数教室，如中心，小组活动，课堂环境，朗读的做法。值得注意的是，本文优先考虑的方法，承认，中心，并具有民族，文化和语言背景的幼儿及其家庭。通过确定负担得起和可获得的实践，本文为教育工作者提供了有形，综合和真实的实践，以支持儿童的计算思维，STEM学习和归属感。
Computational thinking (CT) is an important twenty-first century skill that begins developing early. Recent interest in incorporating early CT experiences in early childhood education (i.e., preschool) has increased. In fact, the early years mark an important time during which initial competencies are acquired, interest and motivation begins to form, and in which children may develop a sense of belonging in STEM fields. As a result, providing children with access to robotics and computer science experiences to support CT that are also developmentally appropriate and culturally relevant is key. This paper uses the “powerful ideas” of computer science, seven developmentally appropriate CT concepts that children can learn, as a framework and explores the experiences of two (composite) teachers who participated in and co-developed a culturally relevant robotics program and the processes they undertake to support children’s CT development and learning. This paper considers practices that support the seven key powerful ideals while leveraging existing instructional routines and contexts that are already occurring in most classrooms, such as centers, small group activities, classroom environments, and read-alouds. Of note, this paper prioritizes approaches that acknowledge, center, and feature the ethnic, cultural, and linguistic backgrounds of young children and their families. Identifying affordable and accessible practices, this paper provides educators with tangible, integrated, and authentic practices to support children’s computational thinking, STEM learning, and sense of belonging.
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以科学为中心：学前班课堂中有意义的科学学习
影响因子：
4.6
作者：
S. Raven;Julianne A. Wenner
通讯作者：
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DOI：
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发表时间：
2015
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发表时间：
2020
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作者：
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影响因子：
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作者：
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DOI：
10.1007/s10798-015-9304-5
发表时间：
2016-02-01
影响因子：
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作者：
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通讯作者：
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