Integrating Science, Mathematics, and Computing within an Elementary and Middle School Pre-Service Teacher Education Curriculum

将科学、数学和计算机融入中小学职前教师教育课程

• 批准号: 1640041
• 负责人: Rachel Adler
• 金额: $ 70.06万
• 依托单位: Northeastern Illinois University
• 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 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640041&HistoricalAwards=false
• 关键词: Integrating; Science; Mathematics; Computing; within

This project is funded by the STEM+Computing Partnership (STEM+C) program, which seeks to advance new approaches to, and evidence-based understanding of, the integration of computing in STEM teaching and learning and broadening participation in computing and computing-intensive fields. This project will contribute to that effort by integrating computer science and computational thinking with science and mathematics coursework in a teacher preparation program for elementary and middle school teachers of science and mathematics. This curriculum integration will be accomplished through two initiatives: 1) incorporating computing and computational thinking into mathematics and science courses for pre-service elementary and middle grades teachers; and 2) developing two new courses required for teacher licensure: An introductory computer science course that will focus on using a variety of technologies combined with computational thinking and coding to teach science and mathematics concepts, and a capstone course where students will develop a project using computational thinking concepts concepts from previous courses. The goal is to enable pre-service teachers to later incorporate computational thinking, coding, and use of various technologies into their own teaching of science and mathematics in grades 1-8. The Science and Engineering Practices described in the Next Generation Science Standards (NGSS) include "using mathematics and computational thinking" as one of the eight practices that are essential for students to learn, and this project will enable new teachers to facilitate that learning. The biology, physics, and mathematics courses in this teacher preparation program are part of an interdisciplinary undergraduate bridge program linking a community college to a university. An important aim of the partnership is to recruit diverse minority, non-traditional, and other underrepresented student groups whose backgrounds mirror those of the urban students they will be teaching. This program is additionally well aligned with the priorities of the White House Computer Science For All initiative, and has the potential to influence teacher preparation programs nationwide.This design and development project will modify both the curriculum and the classroom learning environments of a teacher preparation program for elementary and middle school teachers. Computational thinking will be integrated into five existing courses for pre-service teachers: biology, physics, algebra, geometry and a science teaching methods course. Two new courses will be developed for the teacher preparation program: An introductory computer science course and a capstone course that will increase engagement with computational thinking by providing a coherent sequence of learning opportunities, with pre-service teachers learning the basic concepts of computational thinking and coding in the introductory course, learning various applications in the disciplinary courses, and applying what has been learned in a capstone experience where students will develop their own projects with educational applications. The classroom environments for all the courses in the teacher preparation program will be modified by including use of the same technologies, coding procedures, and computational thinking concepts introduced during the initial computer science course. The basic tools that will be used throughout the program include robots built using Lego Mindstorm kits during the initial computer science course, the Scratch programming language, and various Android applications that will be used on tablet devices in each course. During that development process, the project will seek answers to two research questions: 1) What strategies for teacher preparation in computational thinking and coding are most effective for teachers and students from diverse backgrounds, and 2) How can we best use different technologies to help visualize mathematical and scientific concepts?

该项目由STEM+Computing Partnership（STEM+C）计划资助，该计划旨在推进新的方法和基于证据的理解，将计算整合到STEM教学和学习中，并扩大对计算和计算密集型领域的参与。 该项目将通过将计算机科学和计算思维与科学和数学课程整合在中小学科学和数学教师的教师准备计划中来促进这一努力。 这一课程整合将通过两项举措来实现：1）将计算和计算思维纳入职前小学和中学教师的数学和科学课程; 2）开发教师执照所需的两门新课程：介绍计算机科学课程，将重点放在使用各种技术结合计算思维和编码来教授科学和数学概念，和一个顶点课程，学生将开发一个项目，使用计算思维的概念，从以前的课程的概念。 目标是使职前教师能够在1-8年级将计算思维，编码和各种技术的使用纳入自己的科学和数学教学中。 下一代科学标准（NGSS）中描述的科学和工程实践包括“使用数学和计算思维”作为学生学习的八种实践之一，该项目将使新教师能够促进这种学习。 生物，物理和数学课程在这个教师准备计划是一个跨学科的本科桥梁计划的一部分，连接社区学院到大学。 该伙伴关系的一个重要目标是招募不同的少数民族，非传统和其他代表性不足的学生群体，他们的背景反映了他们将教授的城市学生。此外，该项目与白宫计算机科学普及计划的优先事项保持一致，并有可能影响全国范围内的教师准备项目。该设计和开发项目将修改中小学教师准备项目的课程和课堂学习环境。计算思维将被纳入五个现有的职前教师课程：生物学，物理学，代数，几何学和科学教学方法课程。将为教师准备方案开发两门新课程：计算机科学入门课程和顶点课程，将通过提供一系列连贯的学习机会来增加对计算思维的参与，职前教师在入门课程中学习计算思维和编码的基本概念，在学科课程中学习各种应用，并将所学知识应用于顶点体验，学生将通过教育应用开发自己的项目。教师准备计划中所有课程的课堂环境将通过使用初始计算机科学课程中引入的相同技术，编码程序和计算思维概念进行修改。 在整个计划中使用的基本工具包括在最初的计算机科学课程中使用Lego Mindstorm套件构建的机器人，Scratch编程语言以及将在每个课程中在平板电脑设备上使用的各种Android应用程序。 在开发过程中，该项目将寻求两个研究问题的答案：1）对于来自不同背景的教师和学生来说，在计算思维和编码方面的教师准备策略是最有效的，以及2）我们如何最好地使用不同的技术来帮助可视化数学和科学概念？

项目成果

Developing an Introductory Computer Science Course for Pre-service Teachers

为职前教师开发计算机科学入门课程

• 发表时间: 2020
• 期刊: Journal of technology and teacher education
• 作者: Adler, Rachel F;Beck, Kristan
• 通讯作者: Beck, Kristan

Assessing computational thinking across a STEM curriculum for pre-service teachers

评估职前教师 STEM 课程中的计算思维

• DOI: 10.1007/s10639-022-11508-4
• 发表时间: 2023
• 期刊: Education and Information Technologies
• 影响因子: 5.5
• 作者: Adler, Rachel F.;Hibdon, Joseph;Kim, Hanna;Mayle, Scott;Pines, Brittany;Srinivas, Sudha
• 通讯作者: Srinivas, Sudha