"Making" Science Relevant for the 21st Century: Early Lessons from a Research-Practice Partnership
"Making" Science Relevant for the 21st Century: Early Lessons from a Research-Practice Partnership
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“让”科学与 21 世纪相关：研究与实践合作的早期经验教训
DOI：
10.1145/3311890.3311910
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Rivera-Cash, Edgar
中科院分区：
文献类型：
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作者：
Fancsali, Cheri;Mirakhur, Zitsi;Klevan, Sarah;Rivera-Cash, Edgar
制造商合作伙伴计划（MPP）是一个NSF支持的项目，解决了对专业发展（PD）模型的迫切需求，并支持帮助小学科学教师将计算机科学和计算思维（CS和CT 1）融入课堂实践。MPP旨在通过制造者教学法和课程促进这些学科的整合。MPP被设计为一种研究实践伙伴关系，允许研究人员和从业人员合作并迭代设计，实施和测试PD和课程。本文描述了MPP的关键要素以及对参与该项目的教师和学生的调查结果。我们的研究重点是学习如何培养教师将CS和CT整合到小学科学教学中的能力;了解这种整合教学是否以及如何促进学生对科学、CS和CT的深入学习，以及对这些学科的兴趣和参与;并探讨如何将该模式加以调整，以适应当地的情况。参与的教师表示，他们通过课程发展计划获得了实施创客课程的知识和信心。他们预计，最大的实施挑战将是缺乏准备时间，无法使用计算机硬件，缺乏行政支持，以及缺乏计算机科学知识。学生调查结果显示，大多数参与者在计划开始时对计算机和科学感兴趣。学生对有关他们协作和坚持的倾向的问题的回答表明还有一些成长空间。学生对谁做CS的问题的回答与普遍的性别刻板印象是一致的（例如，在计算机编程方面，男孩自然比女孩好），尤其是男孩。
The Maker Partnership Program (MPP) is an NSF-supported project that addresses the critical need for models of professional development (PD) and support that help elementary-level science teachers integrate computer science and computational thinking (CS and CT1) into their classroom practices. The MPP aims to foster integration of these disciplines through maker pedagogy and curriculum. The MPP was designed as a research-practice partnership that allows researchers and practitioners to collaborate and iteratively design, implement and test the PD and curriculum. This paper describes the key elements of the MPP and early findings from surveys of teachers and students participating in the program.Our research focuses on learning how to develop teachers' capacity to integrate CS and CT into elementary-level science instruction; understanding whether and how this integrated instruction promotes deeper student learning of science, CS and CT, as well as interest and engagement in these subjects; and exploring how the model may need to be adapted to fit local contexts.Participating teachers reported gaining knowledge and confidence for implementing the maker curriculum through the PDs. They anticipated that the greatest implementation challenges would be lack of preparation time, inaccessible computer hardware, lack of administrative support, and a lack of CS knowledge. Student survey results show that most participants were interested in CS and science at the beginning of the program. Student responses to questions about their disposition toward collaboration and persistence suggest some room for growth. Student responses to questions about who does CS are consistent with prevalent gender stereotypes (e.g., boys are naturally better than girls at computer programming), particularly among boys.
准备 STEM 教师为新墨西哥州所有人提供计算机科学课程
DOI：
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发表时间：
2017
期刊：
Technical Symposium on Computer Science Education
影响因子：
--
作者：
Irene A. Lee;M. P. Dombrowski;Edward Angel
通讯作者：
Edward Angel