Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching
Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching
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让教师通过机器人、游戏设计和文化响应式教学让农村学生参与计算思维
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发表时间：
2018
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通讯作者：
Carla Hester
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作者：
J. Leonard;Monica Mitchell;Joy M. Barnes;Adrienne Unertl;Jill Outka;R. Robinson;Carla Hester
本文考察了工程和计算机科学教育中的教师准备和教师更换。我们检查了文化响应性教学自我效能（CRTSE），文化响应性教学结果期望（CRTOE）信念，以及对计算思维（CT）的态度，教师参加了三个治疗组：仅机器人，仅游戏设计，或混合机器人/游戏设计。描述性数据显示，仅在机器人和混合情境下的crse增益分数高于仅在游戏设计情境下的crse增益分数。然而，CRTOE信念在所有治疗组中是一致的。在CT态度方面，教师在游戏设计和混合情境下的得分高于机器人情境。此外，不同的实验组在STEM（科学、技术、工程和数学）实践方面也存在差异，而文化产物在每个学习环境中都很明显。本研究的结果揭示了治疗类型的一些差异，并为工程和计算机科学教育中公平实践的未来研究提供了信息。
This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTSE gain scores were higher in the robotics only and blended contexts than in the game design only context. However, CRTOE beliefs were consistent across all treatment groups. In regard to CT attitudes, teachers’ gain scores were higher in the game design only and blended contexts than in the robotics only context. In addition, there were differences by treatment group related to STEM (science, technology, engineering, and mathematics) practices, while cultural artifacts were evident in each learning environment. The results of this study reveal some variability by treatment type and inform future research on equitable practices in engineering and computer science education.