CER: DEPICT: Developing Elementary (Learning) Progressions to Integrate Computational Thinking

加州大学圣巴巴拉分校提议发现低锚点并开发计算思维和相关计算机科学概念的学习进展。这些学习进度是将计算思维和计算机科学概念融入K-12的必要步骤。项目工作人员将编制两套课程-一套用于2-6年级，一套用于4-6年级。课程和学习进度将迭代地相互通知。此外，课程将是一个概念的证明，学生可以发展计算思维技能的方式，加强其他学科和自己的文化，并提供了一个实用的方法，教师开始教学计算机科学在不同的切入点在2- 6年级。计算已经渗透到生活的几乎所有角落，是一个越来越重要的一部分，推动创新，下一代发明家需要了解如何开发和使用软件。以与软件解决方案或计算思维兼容的方式分析和表达问题的能力在现代社会中将变得至关重要。这项工作有可能彻底改变小学计算机科学的教学方式，展示如何在三年或六年内培养这些计算思维技能，同时支持现有课程的教育。此外，将以不同的学生为对象编制由此产生的课程材料。首先，项目工作人员将探索具有不同背景的学生的先验知识，从而为不同学生提供更容易获得和更有意义的日常例子。第二，内容交付将使用最新的研究，在教学中多样化的学生计算机科学的概念。

The University of California, Santa Barbara proposes to discover low anchor points and develop learning progressions for computational thinking and related computer science concepts. These learning progressions are a necessary step towards the integration of computational thinking and computer science concepts into K-12. The project staff will develop two curricula - one for grades 2-6 and one for grades 4-6. The curricula and learning progressions will iteratively inform one another. Further, the curricula will be a proof of concept that students can develop computational thinking skills in a way that reinforces other academic subjects and their own culture, and provide a practical way for teachers to begin teaching computer science at different entry points within grades 2-6.Computing has infiltrated almost all corners of life and is an increasingly important part of driving innovation, and the next generation of inventors need to understand how to develop and use software. The ability to analyze and express problems in a way compatible with software solutions, or computational thinking, will become critical in modern society. This work has the potential to revolutionize how computer science is taught in elementary schools by showing how these computational thinking skills can be developed in three or six years while supporting education in the existing curriculum. In addition, the resulting curricular materials will be developed with diverse students as the targets. First, the project staff will explore the prior knowledge that students with different backgrounds have, leading to everyday examples that are more accessible and meaningful to diverse students. Second, the content delivery will use the latest research in teaching diverse students computer science concepts.