Integrating Computer Science into the Elementary Curriculum in Culturally Relevant Ways: A Researcher-Practitioner-Partnership in Native-American Serving Districts in Wyoming

以文化相关的方式将计算机科学融入基础课程：怀俄明州美国原住民服务区的研究人员-实践者-伙伴关系

基本信息

批准号：
1923375
负责人：
Joseph Wilson
金额：
$ 99.97万
依托单位：
American Institutes for Research in the Behavioral Sciences
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-10-01 至 2023-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923375&HistoricalAwards=false
关键词：
Integrating Computer Science into Elementary

项目摘要

Native American communities are underrepresented in computer science professions, and there is a need educationally to make this domain relevant to Native cultures. The American Institutes for Research--in collaboration with the Wyoming Department of Education, three Wyoming school districts on the Wind River Reservation, and BootUp Professional Development--will write, pilot, and refine a curriculum for grades 3-5 that integrates computer science and Wyoming Indian Education for All social studies standards in culturally relevant ways. In 2022, this curriculum is being published by Wyoming Department of Education for all districts in the state to use as they implement newly mandated Wyoming computer science and Indian Education for All social studies standards. The project is also making the curriculum available to other districts and states nationwide that serve Native students with suggestions about how to adapt the curricular materials to make them locally relevant to the populations they are serving. The team is providing a report for local and state education agencies with "lessons learned" on how to integrate computer science education with other elementary school content in Grades 3-5. In this way, the project not only is broadening participation in computer science for historically underserved Native American students living on the Wind River Reservation in Wyoming but also is reaching Native American students throughout Wyoming and the nation. Computer science education has been focused largely on policies and curricula for secondary students. Elementary school teachers often express concern that they do not have time to teach computer science, given competing pressures to teach other subjects. The proposed study will generate curricular resources that integrate computer science with social studies standards, thus providing a solution to this challenge. BootUp Professional Development is authoring the curriculum, and the American Institutes for Research is leading a networked improvement community focused on refining the curriculum to ensure that it is usable, useful, and culturally relevant. Participants in the networked improvement community include the Wyoming Department of Education, 25 classroom teachers from three Wyoming districts, staff from BootUp Professional Development and American Institutes for Research researchers. In 2022, the project is disseminating curricular resources that other districts nationwide can adapt and use and will also produce a model for how to design an integrated curriculum in a way that is culturally relevant. In addition, the project is demonstrating how participating in both professional development and a networked improvement community that focuses on formative feedback can result in higher levels of teacher self-efficacy, teacher content and pedagogical knowledge, and, ultimately, student mastery of computer science content standards. This project is funded by CS for All.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.

美国原住民社区在计算机科学专业中的人数不足，并且在教育上需要使该领域与本地文化相关。美国研究机构 - 与怀俄明州教育部合作，三个关于风河保留地的怀俄明学区以及启动专业发展 - 将写，试点并完善3 - 5年级的课程，以将计算机科学和怀俄明州的印度教育整合到与文化相关的所有社会研究标准中。在2022年，怀俄明州教育部针对该州所有地区的所有地区都发布了该课程，以实施新授权的怀俄明州计算机科学和印度教育，以供所有社会研究标准。该项目还使该课程向全国其他地区和州提供，该课程为土著学生提供有关如何适应课程材料以使其与他们所服务人群的本地相关的建议。该团队正在为地方和州教育机构提供一份报告，其中涉及如何将计算机科学教育与3 - 5年级的其他小学内容整合在一起。这样，该项目不仅扩大了居住在怀俄明州风河预订中的历史上服务不足的美国原住民学生的计算机科学的参与，而且还吸引了整个怀俄明州和国家的美国原住民学生。计算机科学教育主要集中在中学生的政策和课程上。小学教师经常担心他们没有时间教计算机科学，这给人以竞争的压力来教其他学科。拟议的研究将生成课程资源，将计算机科学与社会研究标准整合在一起，从而为这一挑战提供解决方案。 Bootup Professional Development正在撰写课程，美国研究机构正在领导着一个致力于完善课程的网络改进社区，以确保其可用，有用且具有文化相关性。网络改进社区的参与者包括怀俄明州教育部，来自三个怀俄明州的25个课堂教师，启动专业发展的员工以及美国研究人员的美国学院。在2022年，该项目正在传播全国其他地区可以适应和使用的课程资源，还将为如何以具有文化相关的方式设计一个模型，以设计综合课程。此外，该项目正在展示如何参与专业发展和关注形成性反馈的网络改进社区，这会导致更高水平的教师自我效能感，教师内容和教学知识，以及最终对计算机科学内容标准的掌握。该项目由CS资助All。该奖项反映了NSF的法定任务，并被认为是使用基金会的知识分子优点和更广泛的影响审查标准的评估值得支持的。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Implementing Culturally Responsive Coding Projects with Indigenous Communities

与原住民社区实施文化响应式编码项目

DOI：
10.1145/3545947.3576299
发表时间：
2023
期刊：
SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2
影响因子：
0
作者：
Rich, Kathryn M.;Bowdon, Jill;Spang, Marissa
通讯作者：
Spang, Marissa

Wind River Elementary Computer Science Collaborative: Connecting Computer Science and Indigenous Identities and Knowledges on the Wind River Reservation

风河初级计算机科学协作：将计算机科学与风河保留地的土著身份和知识联系起来