Supporting Elementary Teacher's Reflections on Equity in CS Education: A Case Study Approach
Supporting Elementary Teacher's Reflections on Equity in CS Education: A Case Study Approach
复制标题
支持小学教师对计算机科学教育公平性的思考：案例研究方法
DOI：
10.1145/3291279.3341208
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Pektas, Emrah
中科院分区：
文献类型：
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作者：
Sullivan, Florence;Tulungen, Catherine;Veeragoudar, Sneha;Pektas, Emrah
女性和有色人种在计算机科学领域的缺乏是一个有据可查的现象。在奥巴马2016年宣布需要在美国开展全国性的计算机科学普及运动之后，教育家、学区、州和美国国家科学基金会（National Science Foundation）做出了回应，在K-12课程中开展了大量旨在发展计算机科学学习机会的活动。这项工作的一个主要组成部分是为代表性不足的人口创造公平的计算机科学学习机会。因此，在计算机科学教育中发展公平理论与实践的教育研究是十分必要的。作为为期三天的计算机科学专业发展研讨会的一部分，本海报会议报告了一项正在进行的研究，该研究使用案例研究方法，让20名在职小学教师反思计算机科学教育中的公平问题。我们的工作是在美国东北部一个中等城市的四年大学/地区研究实践伙伴关系的背景下展开的。我们项目的老师们正在为K-5教室共同设计综合CS课程单元。我们开发了四个案例研究，取材于我们项目的第一年，突出了教师在实施CS课程时在课堂上面临的公平挑战。案例研究遵循麻省理工学院开放学习教学系统实验室创建的“教师时刻”模板。本个案研究活动旨在加深对如何为小学生创造公平学习机会的思考与讨论。我们提出初步的研究结果。
The dearth of women and people of color in the field of computer science is a well-documented phenomenon. Following Obama's 2016 declaration of the need for a nationwide CS for All movement in the US, educators, school districts, states and the US-based National Science Foundation have responded with an explosion of activity directed at developing computer science learning opportunities in K-12 settings. A major component of this effort is the creation of equitable CS learning opportunities for underrepresented populations. As a result, there exists a strong need for educational research on the development of equity-based theory and practice in CS education. This poster session reports on a work-in-progress study that uses a case study approach to engage twenty in-service elementary school teachers in reflecting on issues of equity in CS education as part of a three-day CS professional development workshop. Our work is unfolding in the context of a four-year university/district research practice partnership in a mid-sized city in the Northeastern United States. Teachers in our project are working to co-design integrated CS curriculum units for K-5 classrooms. We developed four case studies, drawn from the first year of our project, that highlight equity challenges teachers faced in the classroom when implementing the CS lessons. The case studies follow the "Teacher Moments" template created by the Teaching Systems Lab in Open Learning at MIT. The case study activity is meant to deepen reflection and discussion on how to create equitable learning opportunities for elementary school students. We present preliminary findings.
DOI：
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发表时间：
2017
期刊：
影响因子：
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作者：
Jane Margolis
通讯作者：
Jane Margolis
全民计算机科学
DOI：
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发表时间：
2016
期刊：
影响因子：
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作者：
M. Zuckerberg
通讯作者：
M. Zuckerberg