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Learning Computer Science Through Tabletop Games in a Dual Language Immersion Middle School

在双语浸入式中学通过桌面游戏学习计算机科学

基本信息

批准号：
1923628
负责人：
Jennifer Parham-Mocello
金额：
$ 100万
依托单位：
Oregon State University
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 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923628&HistoricalAwards=false
关键词：
Learning Computer Science Through Tabletop

项目摘要

A computer programming approach is often used to introduce computer science, which can be intimidating and frustrating to some teachers and students. In response, researchers at Oregon State University (OSU) and practitioners at a dual language (Spanish and English) immersion middle school will use their current Research Practitioner Partnership (RPP) to develop and investigate a new approach using "unplugged" game play of familiar tabletop games to teach students how to think computationally. They will develop an innovative CS for All curriculum to teach 6th and 7th grade students about computer science (CS) using well-known tabletop games that are agnostic of gender, ethnicity, and socio-economic status, such as Tic-Tac-Toe and Go Fish. Through the natural social interaction during game playing, students will work together using scaffolded templates to identify computational concepts and describe the computation in the game. The project will also develop domain-specific languages (DSLs) for articulating game descriptions as a model for teachers to understand and implement the CS curriculum using semi-formal algorithm representations, and inform a set of supports for teachers and to transition from unstructured to formalized programming language notations. This CS for All project contributes to the understanding of how to introduce computation to middle school students and teachers in a way that is scalable and easily adaptable to support its widespread adoption.The research components of the project will examine the usability of the program including the usefulness of the representative algorithmic templates, the effectiveness of the curriculum approach for teaching core CS concepts and problem solving skills, and how the program address equity issues related to diverse student attributes, interests, motivations, and gaps in prior CS instruction. Multiple data sources, including student surveys, teacher interviews, classroom observations and workshop documents, will be gathered and analyzed both quantitatively and qualitatively. Beyond the curriculum and DSLs created in this project, the key experiences uncovered in this RPP will be documented and be used to inform the development of other successful RPPs that share the needs unique to dual-language immersion schools with many dual-language learners, as well as extend the existing RPP addressing computational needs to more schools across the district and state through a professional learning community.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.

计算机编程方法经常被用来介绍计算机科学，这可能是恐吓和沮丧的一些教师和学生。作为回应，俄勒冈州州立大学（OSU）的研究人员和双语（西班牙语和英语）浸入式中学的从业者将利用他们目前的研究从业者伙伴关系（RPP）开发和研究一种新的方法，使用熟悉的桌面游戏的“不插电”游戏来教学生如何计算思考。他们将开发一个创新的CS for All课程，使用知名的桌面游戏（如Tic-Tac-Toe和Go Fish）向6年级和7年级的学生教授计算机科学（CS）。通过游戏过程中的自然社会互动，学生将使用脚手架模板一起工作，以确定计算概念和描述游戏中的计算。该项目还将开发特定领域语言（DSL），用于阐明游戏描述，作为教师使用半正式算法表示理解和实施CS课程的模型，并为教师提供一系列支持，并从非结构化过渡到正式的编程语言符号。该CS for All项目有助于了解如何以可扩展且易于适应的方式向中学生和教师引入计算，以支持其广泛采用。该项目的研究部分将检查该程序的可用性，包括代表性算法模板的有用性、教授核心CS概念和解决问题技能的课程方法的有效性、以及该计划如何解决与不同的学生属性，兴趣，动机和以前的CS教学差距有关的公平问题。多个数据来源，包括学生调查，教师访谈，课堂观察和研讨会文件，将收集和分析定量和定性。除了在本项目中创建的课程和领域特定语言之外，本RPP中发现的关键经验将被记录下来，并用于为其他成功的RPP的开发提供信息，这些RPP与许多双语学习者共享双语浸入式学校的独特需求，以及通过专业学习社区将现有的RPP解决计算需求扩展到整个地区和州的更多学校。该奖项反映了NSF的法定使命，并已被认为是值得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的支持。

项目成果

期刊论文数量（7）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Reframing Middle School Mathematics Teachers’ TPACK for Teaching A New Computer Science Curriculum: Researcher-Practitioner Partnership, Board Games, and Virtual Teaching Experiences

重塑中学数学教师——用于教授新计算机科学课程的 TPACK：研究人员与实践者的合作、棋盘游戏和虚拟教学体验

DOI：
发表时间：
2021
期刊：
Society for Information Technology & Teacher Education International Conference
影响因子：
0
作者：
Niess, M.;Parham-Mocello, J.;Erwig, M.
通讯作者：
Erwig, M.

Adaptable Traces for Program Explanations

用于程序解释的适应性跟踪

DOI：
10.1007/978-3-030-89051-3_12
发表时间：
2021
期刊：
Asian Symposium on Programming Languages and Systems
影响因子：
0
作者：
Bajaj, Divya;Erwig, Martin;Fedorin, Danila;Gay, Kai
通讯作者：
Gay, Kai

Putting Computing on the Table: Using Physical Games to Teach Computer Science

将计算放在桌面上：使用物理游戏教授计算机科学

DOI：
10.1145/3545945.3569883
发表时间：
2023
期刊：
Proceedings of the 54th ACM Technical Symposium on Computer Science Education
影响因子：
0
作者：
Parham-Mocello, Jennifer;Erwig, Martin;Niess, Margaret;Weber, Jason;Smith, Madelyn;Berliner, Garrett
通讯作者：
Berliner, Garrett

A Visual Notation for Succinct Program Traces

简洁程序跟踪的视觉符号