Integrating Computational Thinking into the Insights Elementary Science Curriculum

STEM+C计划支持跨学科和跨学科方法的研究和开发，以便在正式和非正式环境中为pre -12学生的科学，技术，工程和数学（STEM）教学和学习中整合计算。迫切需要整合计算思维的基础科学课程材料；然而，科学上严谨、连贯和适合发展的材料是稀缺的。在STEM+C项目的支持下，这个名为“将计算思维融入insight小学科学课程”的项目将通过改编insight小学科学课程的教学模块来开发这些材料。insight小学科学课程通过探究、话语和反思来促进学生的科学意识。具体来说，insight课程中的四个模块，两个用于一年级，两个用于四年级，将被开发和试点测试。每个模块设计为6-8周的教学时间。这项工作是重要的，因为它创造了锚定点，阐明了发展相适应的ct -科学整合的进展。在开发过程中吸取的经验教训将产生有关将CT与科学相结合的有效方法的知识，并将确定有效整合的限制。本计划透过提供专业发展，解决小学教师缺乏教学CT准备的问题。资源，包括学生作业的注释文物和学生参与ct丰富的科学探究的课堂视频，将被整合到交互式教师指南中。ct集成模块的开发和试点测试以及相关的教师支持将涉及三个一年级和三个四年级教室的设计-测试-修订迭代周期。现场测试将扩大到每个年级18个教室。教师和学校管理人员参与设计-测试-修改过程。为了实现其目标，项目团队将采取四个步骤：(1)将21个insight基础科学模块与下一代科学标准（NGSS）进行交叉交叉，以产生NGSS对齐和ct -科学集成的临时范围和顺序；(2)开发和测试四个修订的、与NGSS一致的见解模块，这些模块整合了与NGSS和计算机科学教师协会标准一致的CT概念和实践；(3)为实施修订后的Insights模块提供教师支持；(4)进行一项小型对比研究，调查修订后的insight模块对学生CT和科学学习的影响。对比研究的结果将用于加强修订后的现场测试版本的CT整合，支持教材的开发，并提供修订后模块前景的初步信息。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The STEM+C Program supports research and development of interdisciplinary and transdisciplinary approaches to the integration of computing within science, technology, engineering, and mathematics (STEM) teaching and learning for preK-12 students in both formal and informal settings. There is a pressing need for elementary science curriculum materials that integrate computational thinking; however, scientifically rigorous, coherent, and developmentally appropriate materials are scarce. This project, Integrating Computational Thinking into the Insights Elementary Science Curriculum, supported by the STEM+C program, will develop such materials by adapting instructional modules from Insights, an elementary science curriculum that promotes students' science sense-making through inquiry, discourse, and reflection. Specifically, four modules in the Insights curriculum, two for grade 1 and two for grade 4, will be developed and pilot tested. Each module is designed for 6-8 weeks of instructional time. This work is important because it creates anchoring points for articulating a developmentally appropriate progression for CT-science integration. Lessons learned during development will generate knowledge about productive ways to integrate CT with science and will identify limitations to effective integration. The project address elementary teachers' lack of preparation to teach CT by providing professional development. Resources, including annotated artifacts of student work and videos of classrooms in which students are engaged in CT-enriched science inquiry, will be integrated into an interactive teacher guide. Development and pilot testing of the CT-integrated modules and associated teacher supports will involve iterative design-test-revise cycles in three grade 1 and three grade 4 classrooms. Field testing will expand to 18 classrooms per grade. Teachers and school administrators are involved in the design-test-revise process. To achieve its aims, the project team will take four steps: (1) conduct a crosswalk of the 21 Insights elementary science modules with Next Generation Science Standards (NGSS) to produce a provisional scope and sequence for NGSS alignment and CT-science integration; (2) develop and test four revised, NGSS-aligned Insights modules that integrate CT concepts and practices consistent with NGSS and the Computer Science Teachers Association standards; (3) develop teacher supports for implementing the revised Insights modules; and (4) conduct a small comparison study to investigate the impact of the revised Insights modules on student CT and science learning. Results of the comparison study will be used to strengthen CT integration for the revised field test version, support the development of teacher materials, and provide preliminary information about the promise of the revised modules.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.