Supporting and Sustaining Equitable STEAM Activities in High School Classrooms: Understanding Computer Science Teachers’ Needs and Practices When Implementing an E-Textiles Curriculum to Forge Connections across Communities
Supporting and Sustaining Equitable STEAM Activities in High School Classrooms: Understanding Computer Science Teachers’ Needs and Practices When Implementing an E-Textiles Curriculum to Forge Connections across Communities
复制标题
DOI：
10.3390/su15118468
复制
发表时间：
2023-05
期刊：
影响因子：
3.9
通讯作者：
D. Fields;Y. Kafai
中科院分区：
文献类型：
--
作者：
D. Fields;Y. Kafai
尽管过去二十年 K-12 学校对 STEAM（科学、技术、工程、艺术和数学）的兴趣日益浓厚，但很少有人将精力集中在支持这些干预措施所需的教师和教学实践上。很少有人考虑到教师不仅在课堂内而且在课堂外为维持此类 STEAM 实施工作而开展的重要工作，从与管理人员互动到招收学生以及说服家长了解艺术和计算机科学的重要性。为了了解教师对STEAM实施的需求和实践，在本文中，我们重点关注了八位经验丰富的计算机科学教师对使用电子纺织品实施STEAM单元的反思，该单元结合了工艺、电路设计和编码，以制作可穿戴的物品。我们使用广泛的视角来审视高中教师不仅在课堂上而且在学校和社区中所采用的做法，以保持这些公平的学习机会，从与其他教师和管理人员的沟通到建立跨地区和州的计算机科学 (CS) 教师社区。我们还分析了这些反思，以更好地了解教师自身的社会和情感需求（这些需求对于留在计算机科学教育领域很重要），因为它们与学习新内容、应用新的教学技能以及从其组织获取材料和认可以将 STEAM 带入课堂有关。在讨论中，我们思考了教师报告的关于支持和维持课堂公平 STEAM 的实践和需求。
While the last two decades have seen an increased interest in STEAM (science, technology, engineering, arts, and mathematics) in K-12 schools, few efforts have focused on the teachers and teaching practices necessary to support these interventions. Even fewer have considered the important work that teachers carry out not just inside classrooms but beyond the classroom walls to sustain such STEAM implementation efforts, from interacting with administrators to recruiting students and persuading parents about the importance of arts and computer science. In order to understand teachers’ needs and practices regarding STEAM implementation, in this paper, we focus on eight experienced computer science teachers’ reflections on implementing a STEAM unit using electronic textiles, which combine crafting, circuit design, and coding so as to make wearable artifacts. We use a broad lens to examine the practices high school teachers employed not only in their classrooms but also in their schools and communities to keep these equitable learning opportunities going, from communicating with other teachers and admins to building a computer science (CS) teacher community across district and state lines. We also analyzed these reflections to understand teachers’ own social and emotional needs—needs important to staying in the field of CS education—better, as they are relevant to engaging with learning new content, applying new pedagogical skills, and obtaining materials and endorsements from their organizations to bring STEAM into their classrooms. In the discussion, we contemplate what teachers’ reported practices and needs say about supporting and sustaining equitable STEAM in classrooms.