Participating in Literacies and Computer Science: A research-practice partnership to explore new computational literacies

参与读写能力和计算机科学：探索新计算读写能力的研究与实践伙伴关系

• 批准号: 1837446
• 负责人: Christopher Hoadley
• 金额: $ 100万
• 依托单位: New York University
• 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 2024-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1837446&HistoricalAwards=false
• 关键词: Participating; Literacies; Computer; Science; research

This project focuses on computational thinking and computer science education for emergent bilingual learners. The research will examine how emergent bilinguals and others participate in language and literacy use in and outside of school and use that knowledge to inform the development of computer science curricula. One component of the project extends existing curriculum development and learning research as emergent bilinguals learn computational thinking in courses designed to leverage their language use. The second component engages New York City educators, community groups, and adults in understanding how computing can be integrated into larger multilingual education initiatives in and outside of schools.The research builds on a theory of social language use, known as translanguaging, to frame the design of curriculum and professional development materials. The central research question asks how translanguaging pedagogy can be used to integrate the literacy practices of multiple human languages, computer code, and school disciplines (e.g., science, language arts) in meaningful ways. Iterations of the curriculum and professional development design will study the ways that students use language to talk about computing in and outside of schools and how teachers learn with the professional development materials. Case studies of students and teachers working in and out of schools will be collected to illustrate the instructional units, how they involve computational thinking, and how language use unfolds as students work. The research will result in new models for 1) how translanguaging approaches can support emergent bilinguals and other students to learn computational literacies, 2) how computational literacy use outside of school can be connected to school-based practices, and 3) how professional development can be designed for teachers to infuse computational literacies into middle school curricula that support students with diverse language backgrounds.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.

这个项目的重点是计算思维和计算机科学教育的新兴双语学习者。该研究将研究新兴双语者和其他人如何参与学校内外的语言和识字使用，并利用这些知识为计算机科学课程的开发提供信息。该项目的一个组成部分扩展了现有的课程开发和学习研究，因为新兴的双语者在旨在利用他们的语言使用的课程中学习计算思维。第二部分是让纽约市的教育工作者、社区团体和成年人了解如何将计算机技术整合到学校内外的更大规模的多语言教育活动中。这项研究建立在社会语言使用的理论基础上，称为跨语言，以制定课程和专业发展材料的设计。中心研究问题是如何使用跨语言教学法来整合多种人类语言，计算机代码和学校学科的识字实践（例如，科学，语言艺术）以有意义的方式。课程和专业发展设计的迭代将研究学生使用语言在学校内外谈论计算的方式，以及教师如何使用专业发展材料学习。将收集学生和教师在学校内外工作的案例研究，以说明教学单元，它们如何涉及计算思维，以及语言使用如何随着学生的工作而展开。这项研究将为以下问题提供新的模型：1）跨语言方法如何支持新兴双语者和其他学生学习计算素养，2）校外计算素养的使用如何与校本实践联系起来，和3）如何为教师设计专业发展，将计算能力注入中学课程，支持具有不同语言背景的学生。该奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

项目成果

Science education with multilingual learners: Equity as access and equity as transformation

多语言学习者的科学教育：公平作为机会和公平作为转型

• DOI: 10.1002/sce.21791
• 发表时间: 2023
• 期刊: Science Education
• 影响因子: 4.3
• 作者: Grapin, Scott E.;Pierson, Ashlyn;González‐Howard, María;Ryu, Minjung;Fine, Caitlin;Vogel, Sara
• 通讯作者: Vogel, Sara

Attending to and transforming power dynamics in translanguaged research relationships and methodology

关注并改变跨语言研究关系和方法中的权力动态

• DOI: 10.1016/j.rmal.2022.100021
• 发表时间: 2022
• 期刊: Research Methods in Applied Linguistics
• 作者: Vogel, Sara

Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies?

语言、读写能力和读写编程：我们能否利用关于双语者如何学习的最新理论来帮助我们教授计算读写能力？

• DOI: 10.1080/08993408.2020.1751525
• 发表时间: 2020
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Vogel, Sara;Hoadley, Christopher;Castillo, Ana Rebeca;Ascenzi-Moreno, Laura
• 通讯作者: Ascenzi-Moreno, Laura

Research as Relational: Stories of ever-present learning between undergraduate research interns and project researchers

关系研究：本科生研究实习生和项目研究人员之间始终存在的学习故事

• 发表时间: 2023
• 期刊: International Society of the Learning Sciences
• 作者: James, Sarane;Vogelstein, Lauren;Ma, Jasmine Y.;Wilkerson, Michelle;Vogel, Sara;Barrales, Wendy;Ascenzi-Moreno, Laura;Hoadley, Christopher
• 通讯作者: Hoadley, Christopher

Representing Percents and Personas: Designing Syncretic Curricula for Modeling and Statistical Reasoning

代表百分比和角色：设计建模和统计推理的融合课程

• 发表时间: 2020
• 期刊: International Conference of the Learning Sciences
• 作者: Radke, Sarah C.;Vogel, Sara;Hoadley, Christopher;Ma, Jasmine Y.
• 通讯作者: Ma, Jasmine Y.