Upper Elementary and Middle Grade Teachers' Perceptions, Concerns, and Goals for Integrating CS into Classrooms
Upper Elementary and Middle Grade Teachers' Perceptions, Concerns, and Goals for Integrating CS into Classrooms
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中小学高年级教师对计算机科学融入课堂的看法、担忧和目标
DOI：
10.1145/3328778.3366937
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Boyer, Kristy Elizabeth
中科院分区：
文献类型：
--
作者：
Celepkolu, Mehmet;O'Halloran, Erin;Boyer, Kristy Elizabeth
随着美国将计算机科学融入 K-8 教学的努力急剧增加，针对教师的专业发展研讨会正在变得越来越普遍。计算机科学教育界面临的一个公开挑战是了解教师的需求并为专业发展开发基于经验的最佳实践。这份经验报告描述了一个为期五天的专业发展研讨会，其中 22 名三年级到八年级的教师学习了基本的计算机科学概念、练习编码并制定了课程计划，以便将所学内容融入到课堂中。我们描述了专业发展研讨会，包括其模块和顺序，并介绍了教师对计算机科学的看法以及如何将其融入课堂。教师在技术知识方面取得了显着的进步，对计算机科学的态度也得到了改善。在最初的焦点小组中，教师们报告说，对计算机科学的接触有限、时间限制以及对计算机科学缺乏了解是将计算机科学融入课堂的障碍。研讨会结束后，焦点小组反馈表明，研讨会让教师更清楚地认识到计算机科学在增强课堂计划方面的潜力。教师们表示，他们认为能够利用计算机科学帮助学生学习批判性思维，为他们的未来做好准备，并满足他们的个人需求。这一经验的结果可以为未来满足教师和学生需求的研讨会提供参考。
As efforts to integrate computer science into K-8 teaching in the US are dramatically rising, professional development workshops for teachers are becoming widespread. An open challenge for the CS education community is to understand teachers' needs and develop empirically grounded best practices for professional development. This experience report describes a five-day professional development workshop in which 22 third through eighth grade teachers learned about fundamental CS concepts, practiced coding, and created lesson plans for integrating what they learned into their classroom. We describe the professional development workshop including its modules and sequencing, and present teachers' perception of CS and how to integrate it into their classrooms. Teachers achieved significant gains in technical knowledge and improvements in attitude toward computer science. In initial focus groups, teachers reported that limited exposure to CS, time constraints, and lack of understanding of CS are barriers to integrating it into their classrooms. After the workshop, focus group feedback indicated that the workshop provided teachers a clearer sense of the potential of CS to enhance their classroom plans. Teachers noted that they felt able to use CS to help students learn critical thinking, prepare them for their futures, and address their individual needs. The results of this experience can inform future workshops that address the needs of teachers and students.
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DOI：
10.1145/2676723.2677265
发表时间：
2015
期刊：
Proceedings of the 46th ACM Technical Symposium on Computer Science Education
影响因子：
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作者：
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影响因子：
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DOI：
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发表时间：
2018
期刊：
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影响因子：
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作者：
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DOI：
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发表时间：
2018
期刊：
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DOI：
10.1145/3017680.3017798
发表时间：
2017
期刊：
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education
影响因子：
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作者：
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通讯作者：
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