A Research-Practice Partnership for Developing Computational Thinking through Linguistically and Culturally Relevant CS Curriculum in Middle School

通过中学语言和文化相关的计算机科学课程发展计算思维的研究与实践合作

• 批准号: 1923599
• 负责人: Katherine Mortimer
• 金额: $ 14.95万
• 依托单位: University of Texas at El Paso
• 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=1923599&HistoricalAwards=false
• 关键词: Research; Practice; Partnership; Developing; Computational

The University of Texas at El Paso (UTEP), together with El Paso Independent School District (EPISD), will develop a research-practice partnership (RPP) to plan and pilot a linguistically and culturally relevant computer science curriculum in middle school with the goal of broadening the participation of emergent bilingual (or English learner) students and Latino/a students in computer science (CS) education. The project will focus on the development of an RPP that can effectively help teachers use bilingual and culturally relevant tools to develop the computational thinking (CT) skills of middle school students in EPISD. By bringing together the promise of culturally relevant CS education and of dual language instruction, this project will seek an innovative solution to the problem of underrepresentation of Latinas/os and emergent bilingual students/English learners in CS education and careers. It does so through a research-practice partnership that ensures responsiveness to the needs of educational practitioners and facilitates the integration of prior NSF-funded research with existing classroom curriculum and practice. The project, together with future scaling work, potentially can serve as a model in at least two existing large networks-the NSF-funded National CAHSI INCLUDES Alliance and the New Tech Network-strengthening efforts in both to broaden participation and engagement of underrepresented students, with particular focus on CS. Through dissemination across the 60 CAHSI institutions, the proposed linguistically and culturally relevant approach could potentially contribute to broadening Hispanic and emergent bilingual participation much beyond the El Paso region. The curriculum developed collaboratively by the RPP would also be disseminated through the national New Tech Network repository of PBL curriculum, accessible to other NTN schools across the country. The model of integrating culturally responsive CT/CS instruction and linguistically responsive dual language instruction has potential to significantly advance efforts to reach, support, and engage more Hispanic youth in CS learning and careers.The project builds upon research showing that culturally relevant CS education is a promising approach to broadening participation of minoritized students in CS and that dual language bilingual education is a successful approach to improving participation and academic achievement of emergent bilingual (or English learner) students by taking a culturally and linguistically relevant approach to CT/CS instruction for emergent bilingual and Latina/o students. Specifically, the project develops an RPP to plan, co-design, pilot, and refine a curriculum module that is bilingual (Spanish and English) and employs an existing NSF-funded culturally-relevant game-based learning platform, Sol y Agua (Akbar, et al., 2018), that uses locally familiar El Paso area geography and ecology to teach computational thinking. The project will address the following research questions: (1) In what ways and to what extent do teachers demonstrate understanding of computational thinking principles and components and of dual language principles and instructional strategies? (2) How do teachers implement a linguistically and culturally relevant PBL module using Sol y Agua game-based learning platform? And (3) In what ways and to what extent do students demonstrate learning of computational thinking principles and components during and after participating in a linguistically and culturally relevant PBL module using Sol Y Agua? The project will deploy a range of data collection including pre-post testing of teachers' knowledge and implementation of instruction, observation, video recordings of classrooms, and student written assessments and language tracking data from the software tool Sol y Agua. The research team will analyze the data using qualitative data analysis techniques as well as data mining and classification.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.

德克萨斯大学埃尔帕索分校（UTEP）将与埃尔帕索独立学区（EPISD）一起，建立一个研究-实践合作伙伴关系（RPP），计划和试点与语言和文化相关的中学计算机科学课程，目标是扩大新兴双语（或英语学习者）学生和拉丁裔/a学生在计算机科学（CS）教育中的参与。该计划的重点是开发一套可有效帮助教师使用双语和与文化相关的工具来发展EPISD中学生的计算思维技能的RPP。通过将文化相关的计算机科学教育和双语教学的承诺结合起来，该项目将寻求一种创新的解决方案，以解决拉丁裔/非拉丁裔和新兴的双语学生/英语学习者在计算机科学教育和职业中代表性不足的问题。它通过研究与实践的伙伴关系来实现这一目标，确保对教育从业者的需求做出反应，并促进先前nsf资助的研究与现有课堂课程和实践的整合。该项目连同未来的扩展工作，有可能在至少两个现有的大型网络（nsf资助的国家CAHSI包括联盟和新技术网络）中作为一个模型，加强努力，扩大代表性不足的学生的参与和参与，特别关注计算机科学。通过在60个CAHSI机构中传播，拟议的语言和文化相关方法可能有助于扩大西班牙裔和新兴双语参与，远远超出埃尔帕索地区。由RPP合作开发的课程也将通过国家新技术网络PBL课程储存库传播，全国其他NTN学校都可以访问。将文化响应型CT/CS教学与语言响应型双语教学相结合的模式，有可能显著推进接触、支持和吸引更多西班牙裔青年参与CS学习和职业的努力。该项目建立在研究的基础上，研究表明文化相关的计算机科学教育是扩大少数民族学生参与计算机科学的一种有希望的方法，双语双语教育是一种成功的方法，通过对新兴双语和拉丁裔/非拉丁裔学生采取文化和语言相关的CT/CS教学方法，提高新兴双语（或英语学习者）学生的参与和学术成就。具体而言，该项目开发了一个RPP来规划、共同设计、试点和完善双语（西班牙语和英语）课程模块，并采用现有的nsf资助的文化相关游戏学习平台Sol y Agua (Akbar等人，2018)，该平台使用当地熟悉的埃尔帕索地区地理和生态学来教授计算思维。该项目将解决以下研究问题：(1)教师以何种方式和在何种程度上展示对计算思维原理和组成部分以及双语原则和教学策略的理解？(2)教师如何使用Sol y Agua游戏学习平台实施与语言和文化相关的PBL模块？(3)学生在使用Sol Y Agua参与语言和文化相关的PBL模块期间和之后，以何种方式和程度展示了计算思维原理和组成部分的学习？该项目将部署一系列数据收集工作，包括教师知识和教学实施情况的前后测试、课堂观察、视频记录、学生书面评估以及Sol y Agua软件工具提供的语言跟踪数据。研究小组将使用定性数据分析技术以及数据挖掘和分类来分析数据。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。

项目成果

The Sol y Agua RPP: A Bilingual and Culturally Responsive Approach to Introduce Computational Thinking in Middle School

Sol y Agua RPP：一种在中学引入计算思维的双语和文化响应方法

• DOI: 10.1145/3478432.3499050
• 发表时间: 2022
• 期刊: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 (SIGCSE 2022
• 作者: Akbar, Monika;Mortimer, Katherine;Navarrete, Grecia;Galvan, Stephanie;Molina, George;Reyes, Romelia;Ontiveros, Cynthia;Gray, Scott;Escandon, Sarah;Lyons, Monica
• 通讯作者: Lyons, Monica

La educación en Ciencias de la Computación como una oportunidad para avanzar en la pedagogía bilingüe/translenguaje

计算科学教育为教育者提供机会/translenguaje

• DOI: 10.47133/nemityra2022100a10
• 发表时间: 2022
• 期刊: ÑEMITỸRÃ Revista Multilingüe de Lengüa Sociedad y Educación
• 作者: S. Mortimer, Katherine;Akbar, Monika;Rodríguez, Romelia;Benítez, Patricia;Delgado, Pedro;Escandon, Sarah;Gray, Scott;Kneedler, Haleigh;Medrano, Victor;Ontiveros, Cynthia
• 通讯作者: Ontiveros, Cynthia

Introducing Computational Thinking in Middle-Schools using a Culturally-responsive Game through a Researcher-Practitioner Partnership

通过研究人员与实践者的合作，利用文化响应游戏在中学引入计算思维

• DOI: 10.1109/bigdata59044.2023.10386409
• 发表时间: 2023
• 期刊: IEEE
• 作者: Villanueva-Miranda, Ismael;Mortimer, Katherine;Akbar, Monika;Reyes, Romelia Rodriguez;Ontiveros, Cynthia;Gray, Scott;Delgado, Pedro;Medrano, Victor;Anderson, Melissa;Ramirez, Jacob
• 通讯作者: Ramirez, Jacob