CSforAll: Making CT: Integrating Computational Thinking into Elementary Classrooms

CSforAll：制作 CT：将计算思维融入基础课堂

• 批准号: 1923503
• 负责人: Jennifer Albert
• 金额: $ 29.85万
• 依托单位: Citadel Military College of South Carolina
• 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 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923503&HistoricalAwards=false
• 关键词: CSforAll; Making; CT; Integrating; Computational

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.

该项目的目标是开发和研究一种支持P-5级教师实施跨学科、计算思维综合课程的模式。该战略是采用以前开发的专业发展模式，以支持小学教师将计算思维融入他们的学校科目教学。这项研究将注意力转向通过发展Citadel和查尔斯顿进步学院之间的研究实践伙伴关系，为扩大和维持这种计算思维的整合提供系统支持。查尔斯顿进步学院是一所服务于历史上被边缘化的城市社区的小学。这项研究分析了教师如何发展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一发展提供支持。最终，这些发现将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。在该项目的两年中，至少10名教师将参与整个学年和夏季举行的反思性PD课程。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他们现有的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教案和资源，提供插入和未插入的组件，以便学生和教师有机会在有或没有计算机的情况下了解计算思维的概念基础。围绕这一努力的是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，并提供了形成性反馈。在这项研究的两年时间里，设计和分析的循环被用来从这个更广泛的社区的角度来完善对计算思维课程和相关教师专业发展的设计的猜想。这项研究提供了一系列经过经验验证的设计猜想，其他人可以根据这些猜想来开发专门针对其他州、区或学校背景的计算思维课程和专业发展。对这一项目的研究正在研究教师学习的轨迹，因为他们提高了将计算思维融入到学校学科教学中的能力。此外，分析还包括对研究-实践伙伴关系本身的调查，重点是这种伙伴关系如何与以学校为基础的利益相关者合作，以最好地支持教师实现其目标。该项目由CS为所有项目提供资金。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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

Tracing elementary teachers’ learning trajectories for computational thinking infusion

追踪小学教师的学习轨迹以注入计算思维

• 发表时间: 2022
• 期刊: Literacy Research Association
• 作者: Jocius, R.

Towards pedagogical content knowledge learning trajectories: tracing elementary teachers’ infusion of computational thinking

走向教学内容知识学习轨迹：追踪小学教师的计算思维注入

• DOI: 10.1080/19415257.2023.2228813
• 发表时间: 2023
• 期刊: Professional Development in Education
• 影响因子: 2.1
• 作者: Jocius, Robin;Joswick, Candace;Albert, Jennifer;Joshi, Deepti;Blanton, Melanie
• 通讯作者: Blanton, Melanie

Dragons, Squishy Circuits, and Computational Thinking: Integrating Scientific Literacies into Elementary Classrooms

龙、软电路和计算思维：将科学素养融入小学课堂

• DOI: 10.58680/la202332307
• 发表时间: 2023
• 期刊: Language Arts
• 作者: Blanton, Melanie;Jocius, Robin;Albert, Jennifer;Joshi, Deepti;Andrews, Ashley
• 通讯作者: Andrews, Ashley