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

• 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

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.

美洲原住民社区在计算机科学专业中的代表性不足，有必要在教育上使这一领域与原住民文化相关。美国研究所与怀俄明州教育部、风河保护区的三个怀俄明州学区和BootUp专业发展部合作，将编写、试点和完善3-5年级的课程，以文化相关的方式将计算机科学和怀俄明州印第安人全民教育社会研究标准结合起来。2022年，该课程将由怀俄明州教育部发布，供该州所有地区使用，因为他们实施新规定的怀俄明州计算机科学和印度全民教育社会研究标准。该项目还向全国为土著学生服务的其他地区和州提供课程，并就如何调整课程材料提出建议，使其与他们所服务的人口当地相关。该团队正在为地方和州教育机构提供一份报告，其中包括如何将计算机科学教育与3-5年级的其他小学内容相结合的“经验教训”。通过这种方式，该项目不仅扩大了对计算机科学的参与，为历史上服务不足的美洲原住民学生生活在怀俄明州的风河保留地，但也达到了美洲原住民学生在整个怀俄明州和全国。计算机科学教育主要侧重于中学生的政策和课程。小学教师经常表示担心，他们没有时间教计算机科学，考虑到竞争的压力，教其他科目。拟议的研究将产生课程资源，整合计算机科学与社会研究标准，从而提供了一个解决方案，这一挑战。BootUp Professional Development正在编写课程，美国研究院正在领导一个网络化的改进社区，专注于完善课程，以确保它是可用的，有用的，和文化相关的。网络化改进社区的参与者包括怀俄明州教育部、来自怀俄明州三个区的25名课堂教师、来自启动专业发展的工作人员和美国研究所的研究人员。到2022年，该项目将传播全国其他地区可以改编和使用的课程资源，并将制定一个如何以文化相关的方式设计综合课程的模式。此外，该项目还展示了参与专业发展和网络改进社区（侧重于形成性反馈）如何提高教师的自我效能感、教师内容和教学知识，并最终使学生掌握计算机科学内容标准。该项目由CS for All资助。该奖项反映了NSF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。

项目成果

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
• 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

• DOI: 10.26716/jcsi.2023.9.21.42
• 发表时间: 2023
• 期刊: Journal of Computer Science Integration
• 作者: Wilson, Joseph P.;Rich, Kathryn;O'Leary, Jared;Miller, Veronica
• 通讯作者: Miller, Veronica

Wind River Reservation: Culturally Responsive Elementary Coding Curriculum

风河保护区：文化响应式初级编码课程

• 发表时间: 2021
• 期刊: TIE21
• 作者: O'Leary, J.;Wilson, JP.
• 通讯作者: Wilson, JP.