Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science
Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science
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DOI：
10.1007/s10956-019-09798-4
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发表时间：
2019-10-21
影响因子：
4.4
通讯作者：
McGinnis, J. Randy
中科院分区：
文献类型：
--
作者：
Ketelhut, Diane Jass;Mills, Kelly;McGinnis, J. Randy
计算机科学和计算机科学教育的特点是性别和种族差异。为了增加从事计算机科学的学生的数量和多样性，幼儿需要机会培养兴趣和基础理解，包括计算思维(CT)。因此，小学教师需要了解计算机辅助教学，以及如何将其融入到他们的实践中。我们探讨如何通过小学教师的CT专业发展经验，最好地支持小学教师学习将CT整合到他们的科学教学中。专业发展由两部分组成：专业发展研讨会和科学教师研究组。在这项研究中，我们试图了解教师在参与为期一年的教师专业发展经验后，是否以及如何改变他们对将计算机辅助教学融入教学实践的看法。基于我们的分析，我们对未来的研究提出了建议，并对将CT融入科学教育的专业发展设计提出了启示。
Computer science and computer science education are marked by gender and racial disparities. To increase the number and diversity of students engaging in computer science, young children need opportunities to develop interest and foundational understandings, including computational thinking (CT). Accordingly, elementary teachers need to understand CT, and how to integrate it into their practice. We investigate how to best support elementary teachers in learning to integrate CT into their science teaching through a CT professional development experience for elementary teachers. The professional development consisted of two parts: a professional development workshop and a science teacher inquiry group. In this study, we sought to understand if and how teachers' views on integrating CT into their teaching practice changed following their participation in a yearlong professional development experience on CT. Based on our analysis, we offer suggestions for future research and implications for the design of professional development for integrating CT into science education.