Research on the Development of An Assessment to Measure Kindergarten Children's Abilities to Reason Computationally With Mathematical Problem-Solving Skills
衡量幼儿园儿童计算推理和数学解决问题能力的评估方法的开发研究
基本信息
- 批准号:1842116
- 负责人:
- 金额:$ 112.08万
- 依托单位:
- 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 2023-12-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Students are coming into contact with programming toys at a young age. There are claims that use of such toys can enhance problem solving skills, develop early computational thinking, and provide a context for putting mathematics understandings to work. This has yielded a number of commercial products that purportedly help children to realize those benefits. While many of these early childhood coding toys are fun and playful, research on their ability to truly support early computer science learning is needed. For such work to be possible, educators need assessments that measure integrated computational thinking for early childhood learners that can quantify learning that takes place with coding toys. However, such assessments do not yet exist. This is compounded by a lack of curricular units and learning modules for early childhood classrooms that integrate computation and mathematics and build upon what these toys are supposed to offer. The project is funded by the STEM+C 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. In this STEM+C project, mathematics and computational thinking will be integrated in early childhood education. Using Evidence-Centered Design, the project will develop a theoretically-based, empirically-tested assessment to measure kindergarten children's abilities to reason computationally with mathematical problem solving skills (i.e., strategies and ways of thinking that aid their understanding and use of mathematical knowledge) in teachers' classrooms. The project will also develop modules for kindergarten instruction that encourage integrated computational thinking with mathematical problem solving. Recognizing that these are circular constraints, the project will involve the following four sequential steps: (1) operationalize early CT in kindergarten mathematics classrooms by identifying CT competencies; (2) develop curriculum involving a subset of current early childhood toys around the competencies; (3) develop an assessment to measure students' CT and mathematics competencies; and (4) conduct evaluation studies of the curriculum and assessment in kindergarten classrooms. Project deliverables include: a competency model of integrated computational thinking; an assessment that measures the competency model; and curriculum resources for teachers around the competency model that leverages toys and technologies intended for early childhood settings.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.
学生们在很小的时候就开始接触编程玩具。有人声称,使用这种玩具可以提高解决问题的能力,发展早期的计算思维,并为数学理解提供一个工作环境。这产生了一些据称帮助儿童实现这些好处的商业产品。虽然这些早期儿童编码玩具中有许多是有趣和好玩的,但需要研究它们真正支持早期计算机科学学习的能力。为了使这项工作成为可能,教育工作者需要评估幼儿学习者的综合计算思维,这些评估可以量化使用编码玩具进行的学习。然而,目前尚不存在这种评估。更糟糕的是,幼儿课堂缺乏课程单元和学习模块,这些单元和学习模块整合了计算和数学,并建立在这些玩具应该提供的基础上。该项目由STEM+C计划资助,旨在通过将计算思维和计算活动应用于幼儿教育中的学科STEM教学和学习,以应对计算STEM领域的新挑战。在这个STEM+C项目中,数学和计算思维将融入幼儿教育。该项目将采用以证据为中心的设计,开发一个以理论为基础,经过实验测试的评估,以衡量幼儿园儿童的计算推理能力和数学问题解决能力(即,帮助他们理解和运用数学知识的策略和思维方式)。该项目还将开发幼儿园教学模块,鼓励将计算思维与数学问题解决相结合。认识到这些是循环的限制,该项目将涉及以下四个连续的步骤:(1)通过识别CT能力,在幼儿园数学教室中实施早期CT;(2)围绕能力开发包括当前幼儿玩具子集的课程;(3)开发评估以测量学生的CT和数学能力;及(4)就幼稚园的课程及评估进行评估研究。项目交付成果包括:综合计算思维的能力模型;衡量能力模型的评估;以及围绕能力模型为教师提供的课程资源,该模型利用了针对幼儿环境的玩具和技术。该奖项反映了NSF的法定使命,并通过使用基金会的智力优点和更广泛的影响审查标准进行评估,被认为值得支持。
项目成果
期刊论文数量(18)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Every Glass Ceiling Has a Floor (of Interaction): Studying Body Position as an Index of Social Position in Kindergarten Classrooms.
每个玻璃天花板都有一个(互动的)地板:研究身体姿势作为幼儿园教室社会地位的指标。
- DOI:
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Silvis, D.;Clarke-Midura, J.;Shumway, J.;and Lee, V.R.
- 通讯作者:and Lee, V.R.
Objects to debug with: How young children resolve errors with tangible coding toys
调试对象:幼儿如何使用有形的编码玩具解决错误
- DOI:
- 发表时间:2021
- 期刊:
- 影响因子:0
- 作者:Silvis, D.;Clarke-Midura, J.;Shumway, J.;& Lee, V. R.
- 通讯作者:& Lee, V. R.
Children caring for robots: Expanding computational thinking frameworks to include a technological ethic of care
照顾机器人的儿童:扩展计算思维框架以纳入护理技术伦理
- DOI:10.1016/j.ijcci.2022.100491
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Silvis, Deborah;Clarke-Midura, Jody;Shumway, Jessica F.;Lee, Victor R.;Mullen, Selendra
- 通讯作者:Mullen, Selendra
Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys
通过编码探索测量:儿童对带有机器人编码玩具的动态线性单元的概念
- DOI:10.3390/educsci12020143
- 发表时间:2022
- 期刊:
- 影响因子:3
- 作者:Welch, Lise E.;Shumway, Jessica F.;Clarke-Midura, Jody;Lee, Victor R.
- 通讯作者:Lee, Victor R.
Validating a performance assessment of computational thinking for early childhood using item response theory
- DOI:10.1016/j.ijcci.2024.100650
- 发表时间:2024-03
- 期刊:
- 影响因子:0
- 作者:Chungsoo Na;Jody Clarke-Midura;Jessica Shumway;Wilhelmina van Dijk;Victor R. Lee
- 通讯作者:Chungsoo Na;Jody Clarke-Midura;Jessica Shumway;Wilhelmina van Dijk;Victor R. Lee
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Jody Clarke-Midura其他文献
Jody Clarke-Midura的其他文献
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{{ truncateString('Jody Clarke-Midura', 18)}}的其他基金
Understanding the Role of Gender in Engaging the Interest of Girls in Computer Science
了解性别在激发女孩对计算机科学兴趣方面的作用
- 批准号:
1614849 - 财政年份:2016
- 资助金额:
$ 112.08万 - 项目类别:
Standard Grant
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