Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit
Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit
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小学教师在 NGSS 统一的科学、工程和计算思维单元中对科学和工程实践的口头支持
DOI：
10.1002/tea.21751
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发表时间：
2022
影响因子：
4.6
通讯作者：
McElhaney, Kevin W.
中科院分区：
文献类型：
--
作者：
Lilly, Sarah;McAlister, Anne M.;Fick, Sarah J.;Chiu, Jennifer L.;McElhaney, Kevin W.
当代科学教育框架将计算思维视为支持科学意义和工程设计的基本科学和工程实践。尽管国家强调科学，工程和计算思维的教学（NGSS领导国家，2013年），很少有研究调查小学教师支持学生在综合科学，工程和计算思维课程中从事科学和工程实践（SEP）的方式。本研究探讨了教师如何在为期4周的NGSS对齐课程单元中向小学高年级学生提供SEPs的口头支持，该课程单元挑战学生重新设计学校以减少水径流。学生们对径流进行了实际调查，并创建了计算模型来测试他们的设计。教师的音频数据在课堂上实施收集和定性编码的不同目的的口头支持，如了解如何（务实），何时，以及为什么（认知）使用SEPs，在三个重点教训。结果表明，教师提供了一系列的务实和认知支持，许多不同的SEPs在科学为重点和工程为重点的教训，但支持更有限的各种SEPs的教训集中在计算思维。在整个课程中，大多数教师的支持旨在帮助学生通过理解和参与先前的知识与SEPs进行务实的互动。此外，教师在以科学为重点的课程中比在以工程或计算思维为重点的课程中更频繁地提供认知支持。结果还表明，不同课程的口头支持质量存在差异。本研究提供了深入了解教师如何可能有区别地支持SEPs在小学课堂上的学习经验和教育材料的种类，教师可能需要提供公平的支持，为学生在SEPs。
Contemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense‐making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that elementary teachers support students to engage in science and engineering practices (SEPs) within integrated science, engineering, and computational thinking curricula. This study explores how teachers provide verbal support of SEPs to upper elementary students during a 4‐week NGSS‐aligned curricular unit that challenged students to redesign their school to reduce water runoff. Students conducted hands‐on investigations of water runoff and created computational models to test their designs. Teacher audio data during the classroom implementation was collected and qualitatively coded for different purposes of verbal support, such as to understand how (pragmatic), when, and why (epistemic) to use SEPs, in three focal lessons. Results show that teachers provided a range of pragmatic and epistemic supports for many different SEPs in science‐focused and engineering‐focused lessons, but support for a more limited variety of SEPs in the lesson focused on computational thinking. Across the lessons, the majority of teacher support aimed to help students engage pragmatically with the SEPs through sense making and engaging prior knowledge. In addition, teachers provided epistemic support more frequently in the science‐focused lesson than in the engineering‐ or computational thinking‐focused lessons. Results also demonstrate differences within the quality of the verbal support across lessons. This study provides insight into how teachers may differentially support SEPs in elementary classrooms and the kinds of learning experiences and educative materials teachers may need to provide equitable supports for students across SEPs.