The Evaluation of a Model Spatial Thinking Curriculum for Building Computational Skills in Elementary Grades K-5

“评估用于培养小学K-5年级计算技能的空间思维模式课程”项目推进了STEM+计算伙伴关系（STEM+C）计划的目标，该计划旨在推进将计算思维和计算整合到STEM教学和学习中的新方法和基于证据的理解。该项目将解决一个重大挑战，帮助小学适龄儿童在未来几十年进入STEM工作岗位：培养视觉空间和计算技能，这是在高中和大学STEM课程中取得成功的基础。视觉空间技能，即那些与物体空间关系的视觉感知有关的技能，已被证明因性别而异，并可能受到社会经济因素的影响。通过开发有效的跨社会经济类别的教学和评估策略，并特别适用于在关键年级的视觉空间能力落后的学生的子类别，该项目将应用教育公正理论来帮助儿童平等地获得高质量的教学、资源和其他教育机会。“小学K-5年级空间思维培养计算技能课程模式评估”项目的目标是迭代开发和评估培养小学阶段儿童早期计算技能的补充教学活动。该项目将通过提高儿童天生的空间思维能力来实现这一目标。为期两年的课程迭代开发将与空间和计算思维发展和成就的比较组研究相辅相成。课程开发过程的形成性评估结论和比较组研究的研究结果将用于将活动提炼成一种形式，这种形式可以整合到合作学区的正式教学中，在全国范围内传播和评估，并从加州雷德兰兹大学的项目开始，建立在在职和职前教师教育项目中。包含该课程的电子书将免费提供。

The Evaluation of a Model Spatial Thinking Curriculum for Building Computational Skills in Elementary Grades K-5 project advances objectives of the STEM+Computing Partnership (STEM+C) program, which seeks to advance new approaches to, and evidence-based understanding of, the integration of Computational Thinking and computation into STEM teaching and learning. The project will address a significant challenge in preparing elementary-aged children to enter the STEM workforce in coming decades: developing visuospatial and computational skills that underlie success in gatekeeping high school and college STEM courses. Visuospatial skills, those related to visual perception of the spatial relationships of objects, have been documented to vary by gender and may be influenced by socioeconomic factors. By developing instructional and assessment strategies that are effective across socioeconomic categories and work particularly well for subcategories of students who have been found to lag behind in visuospatial abilities at key grade levels, this project will apply educational justice theory to help children achieve equal access to quality instruction, resources, and other educational opportunities. The goal of the Evaluation of a Model Spatial Thinking Curriculum for Building Computational Skills in Elementary Grades K-5 project is to iteratively develop and evaluate supplemental instructional activities that build early computational skills in elementary-aged children. The project will accomplish this goal by improving childrens' innate capacities for spatial thinking. Iterative development of the curriculum over a two-year period will be complemented with a comparison group study of spatial and Computational Thinking development and achievement. Formative evaluation conclusions from the curriculum development process and research findings from the comparison group study will be used to refine the activities into a format that can be integrated into formal instruction at a partnering school district, disseminated and evaluated nationally, and built into in-service and pre-service teacher education programs beginning with the program at the University of Redlands in California. An e-book containing the curriculum will be made freely available.