Using Collective Argumentation to Develop Teaching Practices Integrating Coding Within the Science and Math Curriculum (Grades 3-5)

利用集体论证来发展将编码融入科学和数学课程的教学实践（3-5 年级）

• 批准号: 1741910
• 负责人: Timothy Foutz
• 金额: $ 214.48万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1741910&HistoricalAwards=false
• 关键词: Using; Collective; Argumentation; Develop; Teaching

As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM + Computing Program seeks to study and advance the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12). Elementary school teachers have a great impact on student motivation to pursue STEM fields of study and careers and are being increasingly asked to emphasize key STEM content, including computer science in their teaching. However, few of these teachers have the academic background to achieve these expectations. This three-year STEM+C project will develop a practice that elementary school teachers can use to integrate the teaching of coding with the standard practices already used to teach mathematics, science and other curriculum content. The project also will develop a model course that prepares teachers to educate students in interdisciplinary, holistic ways to learn mathematics, science, and coding and equips them to guide students through reasoning processes while learning to code. Outcomes will inform the fields of computer science, mathematics, and science education about an argumentation-based approach that integrates the teaching of STEM, a core objective of the STEM+C program. This project aims to increase attention to computer science coding in elementary classrooms and the probability that elementary students develop interests in coding and other STEM-focused areas of study. To do so, the project will create (a) a learning approach in which novice programmers (i.e., elementary teachers and students) use arguments to develop a coding sequence using structured reasoning instead of trial-and-error, (b) help teachers build content knowledge of programming and extend their knowledge of appropriate mathematics and science pedagogy into the teaching of coding through argumentation, and (c) emphasize the argumentation approach as an integrator for the teaching and learning of coding, mathematics, and science. Activities associated with this project will enhance teachers' understanding of argumentation and then investigate how the teachers implement the CALC approach in grades 3 to 5. Participating teachers will enroll in a graduate-level course that teaches them how to use the CALC approach for coding. Once the teachers complete the course, they will implement the CALC approach in their classroom, helping their students to learn how to code. The research team will coach the teachers in their lesson enactments and will assess the effectiveness of the CALC concept as an age-appropriate method to teach and learn computer science content. Assessment data include capturing teacher actions via video recordings that will be analyzed in an ongoing process, interviews of teachers and assessment of student work.

随着计算已成为科学，技术，工程和数学（STEM）实践的组成部分，STEM +计算计划旨在研究和推进计算思维和计算活动在学科STEM教学和学习中的应用整合，通过高中（preK-12）。小学教师对学生追求STEM学习和职业领域的动机有很大的影响，并且越来越多地被要求在教学中强调关键的STEM内容，包括计算机科学。然而，这些教师中很少有学术背景，以实现这些期望。这个为期三年的STEM+C项目将开发一种实践，小学教师可以使用这种实践将编码教学与已经用于教授数学，科学和其他课程内容的标准实践相结合。该项目还将开发一个示范课程，使教师能够以跨学科的整体方式教育学生学习数学，科学和编码，并使他们能够在学习编码的同时指导学生进行推理过程。结果将通知计算机科学，数学和科学教育领域的一种基于辩论的方法，该方法集成了STEM的教学，STEM+C程序的核心目标。该项目旨在提高小学课堂对计算机科学编码的关注，以及小学生对编码和其他以STEM为重点的研究领域的兴趣。为此，该项目将创建（a）一种学习方法，让新手程序员（即，小学教师和学生）使用论证来开发使用结构化推理而不是试错法的编码序列，（B）帮助教师建立编程的内容知识，并通过论证将其适当的数学和科学教学法的知识扩展到编码教学中，以及（c）强调论证方法作为编码、数学和科学的教学和学习的集成器。与此项目相关的活动将提高教师对论证的理解，然后调查教师如何在三到五年级实施CALC方法。参与的教师将参加研究生水平的课程，教他们如何使用CALC方法进行编码。一旦教师完成课程，他们将在课堂上实施CALC方法，帮助学生学习如何编码。研究小组将指导教师在他们的教训制定，并将评估CALC概念的有效性，作为一个适合年龄的方法来教和学计算机科学的内容。评估数据包括通过视频记录捕捉教师的行动，将在一个持续的过程中进行分析，教师的采访和学生的工作评估。

项目成果

Using activity theory to examine the nature of children’s interaction with robotics and coding

使用活动理论来研究儿童与机器人和编码互动的本质

• 发表时间: 2020
• 期刊: Annual meeting program American Educational Research Association
• 作者: Boz, T.

Impact of a Professional Development Course: Teachers’ Views of Using Collective Argumentation to Teach Coding

专业发展课程的影响：教师对使用集体论证教授编码的看法

• 发表时间: 2021
• 期刊: 25th annual conference of Association of Mathematics Teacher Educators
• 作者: MIller, Claire

Collective Argumentation in Integrated Contexts: A Typology of Warrants Contributed in Mathematics and Coding Arguments

综合背景下的集体论证：数学和编码论证中贡献的保证类型

• DOI: 10.1007/s41979-023-00091-z
• 发表时间: 2023
• 期刊: Journal for STEM Education Research
• 作者: Miller, Claire;Menke, Jenna;Conner, AnnaMarie
• 通讯作者: Conner, AnnaMarie

From terrified to comfortable: a fourth-grade teacher’s journey in teaching coding

从恐惧到安逸：一位四年级教师的编程教学之旅

• DOI: 10.51272/pmena.42.2020-323
• 发表时间: 2020
• 期刊: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Menke, Jenna;Miller, Claire
• 通讯作者: Miller, Claire

Categorizing Classroom-based Argumentation in Elementary STEM Lessons: Applying Walton’s Types of Argument Dialogue

对基础 STEM 课程中基于课堂的论证进行分类：应用沃尔顿的论证对话类型

• DOI: 10.51355/jstem.2022.125
• 发表时间: 2022
• 期刊: Journal of Research in STEM Education
• 作者: Foster, Jonathan;Gillespie Schneider, Joanna;Franco, Lorraine;Zhuang, Yuling;Crawford, Barbara;Conner, AnnaMarie
• 通讯作者: Conner, AnnaMarie