Teacher-Driven Development, Implementation, and Assessment of Integrated Computational Thinking in Grades 3-5

教师驱动的 3-5 年级综合计算思维的发展、实施和评估

• 批准号: 1923483
• 负责人: Lori Pollock
• 金额: $ 100万
• 依托单位: University of Delaware
• 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: 2019-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923483&HistoricalAwards=false
• 关键词: Teacher; Driven; Development; Implementation; Assessment

While several efforts to improve access to computer science (CS) and computational thinking (CT) competencies are currently underway at the middle and high school level, changes must now be made across the entire education system since it is during upper elementary grades that students make decisions related to future engagement with computing. This project is a partnership between the University of Delaware (UD) and the Delaware Department of Education (DDOE) to build sustainable capacity towards the implementation of newly adopted CS standards in grades K-12, starting at the elementary level. Specifically, the partnership will focus on racially minoritized students, females, and those from economically disadvantaged backgrounds. By providing elementary school students with exposure to CS early on, the project seeks to increase the number and diversity of students selecting a CS course or CS-related pathway during middle and high-school. The partnership has four key goals: (a) adapt an already promising professional development (PD) program to help teachers in grades 3-5 build knowledge of CT content and pedagogy; (b) address issues of equity by focusing on culturally-responsive content and pedagogy as well as impacts of computing on local communities; (c) build capacity in teachers for the development and pilot testing of interdisciplinary CT-integrated literacy and math modules and associated classroom assessments for grades 3-5; and (d) establish a publicly accessible repository of culturally-responsive CT-integrated modules and associated resources to facilitate modest scale up in diverse contexts. The purposeful integration of CT into literacy and math using research-based practices will put elementary students on a trajectory that prepares them to use CT in middle school, high school, and beyond. Through these efforts, the project expects to reach 60 teachers who will, in turn, reach approximately 1,500 students. The curriculum development process, PD, materials, and assessment tools will be disseminated through a summit, workshops, publications, presentations, and a web-based searchable repository. This project is jointly funded by the Computer Science for All program and the Established Program to Stimulate Competitive Research (EPSCoR).The project will be conducted in the context of a networked improvement community (NIC) and will be grounded in design-based implementation research. Researchers and practitioners will work together to collaboratively design, pilot, and study PD and instructional approaches focusing on the implementation of the CS standards in grades 3-5. Further researchers will study (a) the impact of the adapted PD program on teacher learning; (b) the implementation of integrated CT in different contexts and with diverse learners, particularly those traditionally underrepresented in computing; (b) the impact of integrated CT on students' CT learning, attitudes, and interest towards CT; and (c) the opportunities and challenges associated with integrated CT across different contexts. Data will be collected through multiple sources and will be analyzed in ways that illuminate similarities and differences among various groups of students in order to ensure the promise of 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.

虽然一些努力，以提高获得计算机科学（CS）和计算思维（CT）的能力目前正在进行中，在初中和高中水平，现在必须改变整个教育系统，因为它是在小学高年级，学生作出有关未来参与计算的决定。该项目是特拉华州大学（UD）和特拉华州教育部（DDOE）之间的伙伴关系，旨在建立可持续的能力，从小学开始，在K-12年级实施新通过的CS标准。具体而言，该伙伴关系将侧重于少数民族学生、女性和经济上处于不利地位的人。通过为小学生提供接触CS早期，该项目旨在增加选择CS课程或CS相关途径在初中和高中的学生的数量和多样性。该伙伴关系有四个关键目标：（a）调整已经很有前途的专业发展方案，帮助3-5年级教师建立计算机技术内容和教学法的知识;（B）通过注重文化敏感的内容和教学法以及计算机对当地社区的影响，解决公平问题;（c）建设教师能力，以开发和试点测试跨学科计算机技术综合识字和数学模块以及3-5年级的相关课堂评估;以及（d）建立一个可供公众访问的文化适应性计算机技术综合模块和相关资源库，以促进在不同情况下适度扩大规模。使用基于研究的实践将CT有目的地整合到识字和数学中，将使小学生走上一条准备在初中，高中及以后使用CT的轨道。通过这些努力，该项目预计将惠及60名教师，而这些教师又将惠及约1 500名学生。课程开发过程，PD，材料和评估工具将通过峰会，研讨会，出版物，演示文稿和基于网络的可搜索存储库进行传播。该项目由计算机科学普及计划和刺激竞争力研究的既定计划（EPSCoR）共同资助。该项目将在网络改进社区（NIC）的背景下进行，并将以基于设计的实施研究为基础。研究人员和从业人员将共同努力，合作设计，试点和研究PD和教学方法，重点是在3-5年级的CS标准的实施。进一步的研究人员将研究（a）适应PD计划对教师学习的影响;（B）在不同的背景下，与不同的学习者，特别是那些传统上在计算代表性不足的实施综合CT;（B）综合CT对学生的CT学习，态度和对CT的兴趣的影响;和（c）在不同的背景下与综合CT相关的机遇和挑战。数据将通过多个来源收集，并将以阐明不同学生群体之间的相似性和差异性的方式进行分析，以确保CS for All的承诺。该奖项反映了NSF的法定使命，并被认为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来支持。

项目成果

From superficial to foundational: Integrating cultural relevance into computer science curriculum (poster abstract)

从表面到基础：将文化相关性融入计算机科学课程（海报摘要）

• 发表时间: 2023
• 期刊: NARST
• 作者: Nolte, A.;Codding, D.;Rolón-Dow, R.;Mouza, C.;Pollock, L.
• 通讯作者: Pollock, L.

Integrating Computational Thinking Within and Across Disciplines in the Context of Teacher Professional Development

在教师专业发展的背景下整合学科内部和跨学科的计算思维

• 发表时间: 2023
• 期刊: Proceedings of Society for Information Technology & Teacher Education International Conference
• 作者: Nolte, A.;Mead, H.;Mouza, C.;Rolon-Dow, R;Pollock, L.
• 通讯作者: Pollock, L.

Examining the Design and Outcomes of an After-School Physical Computing Program in Middle-School

检查中学课后物理计算项目的设计和成果

• 发表时间: 2023
• 期刊: Proceedings of Society for Information Technology & Teacher Education International Conference
• 作者: Veng, S.;Mouza, C.;Pollock, L.
• 通讯作者: Pollock, L.

Examining instructional planning and implementation in the context of an integrated computer science professional development for elementary teachers [Poster presentation]

在小学教师综合计算机科学专业发展的背景下审查教学规划和实施[海报展示]

• 发表时间: 2023
• 期刊: American Educational Research Association,
• 作者: Nolte, A.;Mead, H.;Mouza, C.;Rolón-Dow, R.;Pollock, L.
• 通讯作者: Pollock, L.