EBP: CS for All: Engaging Struggling Learners in Computer Science Instruction

EBP：面向所有人的计算机科学：让学习困难的学生参与计算机科学教学

• 批准号: 1639837
• 负责人: Maya Israel
• 金额: $ 59.98万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2019-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1639837&HistoricalAwards=false
• 关键词: EBP; CS; Engaging; Struggling; Learners

Students with disabilities constitute approximately 15% of the entire student population, and the majority of those students receive their instruction in general education classes alongside their peers. Despite the growing momentum to introduce computer science (CS) into K-12 instruction, however, little research has been done on meeting the needs of these learners. The goals of this project are to (1) investigate the challenges that students with learning disabilities face during CS instruction, and (2) develop interventions to address those challenges based on research-based practices from other content areas. Areas of focus include Universal Design for Learning (UDL), balancing explicit instruction within open-ended CS activities, and encouraging student collaboration. To accomplish these goals, the project employs a mixed-methods research design within three rounds of data collection. First, it examines specific barriers and then progresses to two iterative studies of computing instruction that include strategies that support struggling learners. Data sources include teacher interviews, classroom observations, student artifact-based interviews, and analysis of video screen capture of students? computing activities for measures of persistence, collaborative problem solving, adaptive help seeking, and computational thinking (CT).

残疾学生约占学生总数的15%，其中大多数学生与同龄人一起在普通教育班接受教育。尽管越来越多的势头引入计算机科学（CS）到K-12教学，然而，很少有研究已经做了满足这些学习者的需求。本项目的目标是（1）调查在CS教学中有学习障碍的学生所面临的挑战，以及（2）根据其他内容领域的研究实践制定干预措施来应对这些挑战。重点领域包括通用学习设计（UDL），在开放式CS活动中平衡明确的指导，并鼓励学生合作。为了实现这些目标，该项目在三轮数据收集中采用了混合方法研究设计。首先，它检查了具体的障碍，然后进行两个迭代的计算教学，包括支持挣扎的学习者的策略研究。数据来源包括教师访谈，课堂观察，学生人工制品为基础的访谈，并分析学生的视频屏幕捕捉？计算活动的持久性，协作解决问题，自适应帮助寻求和计算思维（CT）的措施。

项目成果

School-embedded and district-wide instructional coaching in K-8 computer science: Implications for including students with disabilities

K-8 计算机科学的学校嵌入和全学区教学辅导：对残疾学生的影响

• 发表时间: 2018
• 期刊: Journal of technology and teacher education
• 作者: Israel, M.;Ray, M. J.;Maa, W. C.;Jeong, G.;Lee, C.;Lash, T.;& Do, V.
• 通讯作者: & Do, V.

Describing Elementary Students' Interactions in K-5 Puzzle-based Computer Science Environments using the Collaborative Computing Observation Instrument (C-COI)

• DOI: 10.1145/3105726.3106167
• 发表时间: 2017-08
• 期刊: Proceedings of the 2017 ACM Conference on International Computing Education Research
• 作者: Maya Israel;Quentin M. Wherfel;Saadeddine Shehab;Oliver Melvin;T. Lash