CSforAll: Making CT: Integrating Computational Thinking into Elementary Classrooms

该项目的目标是开发和研究一种模式，以支持P-5教师实施跨学科，计算思维整合的课程。该策略是采用先前开发的专业发展模型，以支持小学教师将计算思维整合到学校科目的教学中。本研究通过Citadel和查尔斯顿进步学院（一所服务于历史边缘化城市社区的小学）之间的研究实践伙伴关系的发展，将注意力转向扩大和维持计算思维整合的系统支持。本研究分析了教师如何培养整合计算思维活动的专业知识，以及更广泛的学校系统如何为实现和维持这种发展提供支持。最终，研究结果可作为设计可扩展的小学教师专业发展和持续支持计算思维整合的基础。在两年的项目中，至少有10名教师将在整个学年和夏季参加反思性PD会议。在这些课程中，教师将探索、共同设计和实施将计算思维整合到现有内容领域标准和课程中的活动。计算思维活动将包括基于标准的课程计划和资源，提供插电和不插电的组件，以便学生和教师有机会了解有和没有计算机的计算思维的概念基础。围绕这项工作的是来自更广泛的利益相关者的支持，包括研究人员和学校管理人员，他们促进了项目的努力，并提供了形成性的反馈。在两年的研究中，设计和分析的周期被用来从这个更广泛的社区的角度来完善计算思维课程设计和相关教师专业发展的猜想。这项研究提供了一套经过经验检验的设计推测，其他人可以从中开发出专门针对其他州、地区或学校环境的计算思维课程和专业发展。该项目的研究是研究教师学习的轨迹，因为他们提高了将计算思维融入学校学科教学的能力。此外，分析还包括对研究-实践伙伴关系本身的调查，重点关注这种伙伴关系如何与学校利益相关者合作，以最好地支持教师实现其目标。该项目由CS for All项目资助。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 goal of this project is to develop and investigate a model to support P-5 teachers in implementing interdisciplinary, computational thinking-integrated lessons. The strategy is to employ a model of professional development that was previously developed to support elementary teachers to integrate computational thinking into their teaching of school subjects. This study turns attention to the systemic support for broadening and sustaining this integration of computational thinking through development of a research practice partnership between the Citadel and Charleston Progressive Academy, an elementary school serving a historically marginalized urban community. The study analyzes how teachers develop expertise in integrating computational thinking activities and how the broader school system provides supports for realizing and sustaining this development. Ultimately, the findings serve as a foundation for design of scalable elementary teacher professional development and ongoing support for computational thinking integration.Over the two years of the project, at least 10 teachers will engage in reflective PD sessions held throughout the academic year and summer. In these, teachers will explore, co-design, and implement activities that integrate computational thinking into their existing content area standards and curricula. The computational thinking activities, which will include standards-based lesson plans and resources, offer both plugged and unplugged components, so that students and teachers have opportunities to understand the conceptual underpinnings of computational thinking with and without computers. Surrounding this effort is support from a broader set of stakeholders, including researchers and school administrators, that facilitate the project's efforts and provide formative feedback. Over the two years of this study, cycles of design and analysis are used to refine conjectures for the design of computational thinking lessons and related teacher professional development from this broader community's perspective. The study provides a set of empirically-tested design conjectures from which others can develop computational thinking lessons and professional development specifically tailored to other state, district, or school contexts. Research on this project is studying the trajectories of teacher learning, as they increase their ability to integrate computational thinking into their teaching of school subjects. In addition, analyses include investigations of the research-practice partnership itself, focusing on how this partnership works with school-based stakeholders to best support teachers toward its goals. This project is funded by the CS for All program.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.