Collaborative Research: The Development of Computational Literacy through the Integration of Computational Thinking and Early Language and Literacy Development in Urban Preschools

合作研究：通过计算思维与城市幼儿园早期语言和读写能力的整合来发展计算素养

• 批准号: 1814007
• 负责人: Jillian Orr
• 金额: $ 117.26万
• 依托单位: WGBH Educational Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1814007&HistoricalAwards=false
• 关键词: Collaborative; Research; Development; Computational; Literacy

Building on the current and growing interest in supporting young children (especially those from underserved backgrounds) to think computationally, this project will integrate storytelling and computational thinking. Computational thinking in this setting includes knowledge such as finding patterns and understanding logical sequencing that are essential for disciplines such as mathematics and engineering. The project will conduct an exploratory research process starting with understanding what computational thinking learning opportunities already exist for children and how they can be integrated into existing storytelling and literacy activities. Then the project will examine how preschool children apply computational thinking while developing their narrative skills (storytelling and understanding the structure of stories). The project will also investigate how preschool children and their teachers make meaning of experiences that are designed to foster computational thinking while composing narratives. The project will design and adapt a new learning resource called The Story Emporium and consisting of a touch-screen digital platform that children can use to program their own stories, along with accompanying hands-on activities and teacher scaffolds. Then, the project will investigate what evidence of promise exists for the Story Emporium as a resource to support children's use of computational thinking to solve their own challenges and to develop their narrative competence in storytelling. The project is funded by the STEM+Computing program, which seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12).To conduct the research, a team of education researchers, practitioners, and technology experts will collaborate on a co-design process with preschool teachers, children, and field experts. Experts from the fields of early childhood education, literacy, computational thinking education, and the design of learning environments will collaborate on this project. Modeled on Clements' (2007) Curriculum Research Framework, project activities will begin with developing a model of the project's pedagogical foundation, informed by a forum of experts and a review of literature. Then exploratory research will investigate the opportunities to integrate computational thinking and narrative development by observing educators and preschool children during classroom activities for early literacy instruction. The model of the project's pedagogical foundation will be revised based on findings from the exploratory research. Finally, the project will use multiple design cycles to develop computational literacy learning tasks and conduct formative research on children's computational literacy and teachers' instructional practices while iteratively developing and testing a learning intervention (The Story Emporium). The project will also investigate the promise of the intervention in cultivating preschoolers' computational literacy and narrative competence. The research questions examine what aspects of computational thinking are already present in children's practice with narrative development and language followed by understanding the learning process when children engage with a learning intervention designed to integrate computational thinking and narrative literacy. The learning process will be supported by designing tasks and a digital learning platform. Data to be collected include qualitative data to document student learning, such as video observations, transcript analysis, coding of students' work, and storyboarding tasks for children. Students' knowledge will also be measured using a general literacy measure, computational literacy tasks, a narrative comprehension test, and video observations. Data from teachers will also include classroom observations, interviews, and implementation logs when the educators use the learning intervention.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在当前和越来越多的人对支持幼儿(特别是那些来自贫困家庭的儿童)进行计算思维的兴趣的基础上，这个项目将把讲故事和计算思维结合起来。在这种情况下，计算思维包括一些知识，如寻找模式和理解逻辑顺序，这些知识对于数学和工程等学科是必不可少的。该项目将进行探索性研究，首先了解儿童已经有哪些计算思维学习机会，以及如何将这些机会融入现有的讲故事和识字活动。然后，该项目将考察学龄前儿童如何在发展他们的叙事技能(讲故事和理解故事结构)的同时应用计算思维。该项目还将调查学龄前儿童和他们的老师如何利用经验，这些经验旨在培养计算思维，同时撰写叙事。该项目将设计和改编一种名为故事商场的新学习资源，包括一个触摸屏数字平台，儿童可以使用该平台编写自己的故事，以及伴随的动手活动和教师脚手架。然后，该项目将调查作为支持儿童使用计算思维来解决他们自己的挑战并发展他们在讲故事中的叙事能力的资源的故事商场有什么前景的证据。该项目由STEM+计算计划资助，该计划旨在通过将计算思维和计算活动应用于从高中到高中的幼儿教育中的STEM学科教学和学习中，解决计算STEM领域中新出现的挑战。为了进行研究，一个由教育研究人员、实践者和技术专家组成的团队将与学龄前教师、儿童和现场专家合作进行联合设计过程。来自幼儿教育、扫盲、计算思维教育和学习环境设计领域的专家将在这个项目上进行合作。以克莱门茨(2007)的课程研究框架为蓝本，项目活动将从开发项目的教学基础模型开始，专家论坛和文献审查为其提供了信息。然后，探索性研究将通过观察教育者和学龄前儿童在早期识字教学的课堂活动中，来调查整合计算思维和叙事发展的机会。该项目的教学基础模型将根据探索性研究的结果进行修订。最后，该项目将使用多个设计周期来开发计算能力学习任务，并在反复开发和测试学习干预措施(故事商场)的同时，对儿童的计算能力和教师的教学实践进行形成性研究。该项目还将调查干预措施在培养学龄前儿童计算素养和叙事能力方面的前景。研究问题考察了计算思维的哪些方面已经存在于儿童的实践中，包括叙事发展和语言，然后了解儿童参与旨在整合计算思维和叙事素养的学习干预时的学习过程。学习过程将通过设计任务和数字学习平台来支持。要收集的数据包括记录学生学习的定性数据，如视频观察、成绩单分析、学生作业编码和儿童故事板任务。学生的知识也将通过一般识字测量、计算识字任务、叙事理解测试和视频观察来衡量。教师的数据还将包括教师使用学习干预时的课堂观察、访谈和实施日志。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。