Computational thinking integration in elementary teachers’ science lesson plans
Computational thinking integration in elementary teachers’ science lesson plans
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小学教师科学课程计划中的计算思维整合
DOI：
10.1145/3507951.3519283
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
& Ketelhut, D.J.
中科院分区：
文献类型：
--
作者：
Coenraad, M.;Cabrera, L.;Killen, H.;Plane, J.;& Ketelhut, D.J.
由于职业的计算性越来越强，计算思维（CT）对真实科学学习和未来科学家的教育越来越重要。为了满足这一需求，CT整合正在教室内扩大。我们提供了专业发展（PD）的职前和在职教师专注于将CT融入小学科学。在PD的高潮，36名教师编写并颁布了22个独特的CT集成科学课，单独或与教学伙伴。Waterman等人（2020）提出了将CT整合到课程计划中的三个级别：存在，标记已经存在的CT;增强，添加CT组件;扩展，添加支持CT科学学习的活动。使用这个框架，我们研究了这些课程计划，他们的对齐CT的做法，和CT集成的水平。我们的研究结果表明，83.3%的教师成功地将CT整合到他们的课程中，专注于使用数据，计算模拟和编程实践。此外，我们发现CT实践的整合水平不同。数据实践通常导致存在级集成，计算模拟实践增强级集成，编程实践倾向于扩展科学课程或用编程展示科学主题。我们的数据表明，教师可以编写CT整合的教案，但所有级别的整合是不平等的机会，真正的科学学习。由于该领域旨在为所有学生提供公平和高质量的CT经验，我们必须了解CT整合的水平，并考虑不同的整合水平如何影响学生的机会。
Due to the increasingly computational nature of professions, computational thinking (CT) is of growing importance to authentic science learning and the education of future scientists. To meet this need, CT integration is expanding within classrooms. We provided professional development (PD) for pre-service and in-service teachers focused on integrating CT into elementary science. At the PD culmination, 36 teachers wrote and enacted 22 unique CT-integrated science lessons, individually or with teaching partners. Waterman et al. (2020) suggested three levels of integrating CT within lesson plans: exist, labeling already present CT; enhance, adding CT components; and extend, adding activities supporting science learning with CT. Using this framework, we examined these lesson plans, their alignment to CT practices, and the level of CT integration. Our results indicated 83.3% of teachers successfully integrated CT within their lessons, focusing on Using Data, Computational Simulations, and Programming practices. Further, we found the level of integration differed by CT practice. Data practices generally led to exist level integration, Computational Simulation practices to enhance level integration, and Programming practices tended to extend science lessons or exhibit the science topic with Programming. Our data demonstrated teachers can write CT-integrated lesson plans, but all levels of integration are not equal opportunities for authentic scientific learning. As the field seeks to offer equitable and quality CT experiences for all students integrated within disciplinary subjects, we must understand the level of CT integration and consider how different levels of integration could affect opportunities for students.