Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction.
Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction.
复制标题
将计算思维融入基础数学和科学教学的教师实施概况。
DOI：
10.1007/s10639-020-10115-5
复制
发表时间：
2020
影响因子：
5.5
通讯作者：
Larimore, R.
中科院分区：
文献类型：
--
作者：
Rich, K. M.;Yadav, A.;Larimore, R.
将计算思维（CT）思想融入核心学科，如数学和科学，是将早期计算机科学（CS）教育引入小学的一种方式。最小的研究探索了教师如何将他们的CT知识转化为实践，为学生创造机会，在他们的数学和科学课上从事CT。这些信息有助于为教师创造优质的专业发展经验。我们分析了八个小学教师如何创造机会，让他们的学生从事四CT的做法（抽象，分解，调试和模式）在不插电数学和科学活动。我们确定了三种策略，这些教师创造CT的机会，为他们的学生：框架，提示，并邀请反思。此外，我们根据教师如何使用这三种策略，将他们分为四个实施概况。我们称之为四个侧面：（1）提出CT作为一般的问题解决策略，（2）使用CT结构的课程，（3）突出CT通过提示，（4）使用CT指导教师计划。我们讨论了这些结果的专业发展和学生的经验的影响。
Incorporating computational thinking (CT) ideas into core subjects, such as mathematics and science, is one way of bringing early computer science (CS) education into elementary school. Minimal research has explored how teachers can translate their knowledge of CT into practice to create opportunities for their students to engage in CT during their math and science lessons. Such information can support the creation of quality professional development experiences for teachers. We analyzed how eight elementary teachers created opportunities for their students to engage in four CT practices (abstraction, decomposition, debugging, and patterns) during unplugged mathematics and science activities. We identified three strategies used by these teachers to create CT opportunities for their students: framing, prompting, and inviting reflection. Further, we grouped teachers into four profiles of implementation according to how they used these three strategies. We call the four profiles (1) presenting CT as general problem-solving strategies, (2) using CT to structure lessons, (3) highlighting CT through prompting, and (4) using CT to guide teacher planning. We discuss the implications of these results for professional development and student experiences.