Computational Thinking-Integrated Elementary Science with Culturally Responsive Teaching: A Vignette Study
Computational Thinking-Integrated Elementary Science with Culturally Responsive Teaching: A Vignette Study
复制标题
计算思维——基础科学与文化响应式教学的整合：一项小插曲研究
DOI：
10.1145/3545947.3576255
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Ketelhut, Diane Jass
中科院分区：
文献类型：
--
作者：
Xin, Yue;Kramarczuk, Kristina Anna;Mak, Janice;Terrell Shockley, Ebony;Ketelhut, Diane Jass
为了应对计算领域持续存在的多样性差距，我们为小学教师举办了为期五天的专业发展（PD）研讨会，将计算思维（CT）和文化响应式教学（CRT）实践整合到他们现有的科学教学中。该 PD 的一个明确重点是让教师参与分析 CT 和 CRT 集成的科学课堂场景（即小插曲）。我们对教师小插曲回应的视频和书面数据的分析表明，虽然他们对 CT 的理解因 PD 的增加而增加，但教师们需要有关 CRT 的额外支持。我们建议未来的研究探索教师如何定义和制定 CRT，特别是在他们独特的背景下。
In response to the persistent diversity gap that exists in the computing field, we implemented a five-day professional development (PD) workshop for elementary teachers on integrating computational thinking (CT) and culturally responsive teaching (CRT) practices into their existing science instruction. An explicit focus of this PD was to engage teachers in analyzing CT- and CRT-integrated science classroom scenarios (i.e., vignettes). Our analyses of video and written data of teachers' vignette responses indicate that while their understanding of CT increased as a result of the PD, the teachers need additional support around CRT. We suggest that future studies explore how teachers define and enact CRT, especially within their unique contexts.
培养 STEM 领域代表性不足的学生的计算思维
影响因子：
1.7
作者：
J. Leonard;J. Thomas;Roni M. Ellington;Monica Mitchell;Olatokunbo S. Fashola
通讯作者：
Olatokunbo S. Fashola