Developing a Teacher Micro-credential for Integrating Computational Thinking Across Disciplines
开发跨学科整合计算思维的教师微证书
基本信息
- 批准号:1933933
- 负责人:
- 金额:$ 173.39万
- 依托单位:
- 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:
- 关键词:
项目摘要
As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM+Computing program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within STEM teaching and learning in early childhood education through high school (preK-12). One significant challenge is designing professional learning experiences around CS/CT integration that fit within the landscape of teacher credentialing and that can be accessed and recognized at scale within and across schools and districts. This project develops a scalable model for supporting teachers' capacity to design, implement, and iterate integrated computational thinking lessons while simultaneously providing mechanisms that support teachers' access to an integrated CT professional learning experience. The proposed professional learning experiences will involve a blended learning model of (1) online platforms to build foundational CT knowledge, (2) face-to-face engagement in curricular co-design, (3) expert supports for integrated CT lesson development, and (4) evidence-based micro-credentials on integrating various specific CT practices. The project supports teachers' capacity to integrate CT into the disciplines of Social Studies, English Language Arts, and Art. The project's focus on CT integration into these subject areas fits well with the STEM+C program's aims given that computational thinking skills are required for many subject areas and CT applications cross many traditional disciplinary boundaries. The research focuses on two key areas: questions of teacher learning within the micro-credential program; and issues of systems implementation of the micro-credential program. Its two related research questions are, (1) What professional development mechanisms support teachers to engage in productive sense-making and conceptual understanding around computational thinking in ways the result in successful CT integration within Social Studies, English Language Arts, and Art Education disciplines? and (2) How can alternative teacher certifications in the form of micro-credentials support access to professional learning experiences focused on CT integration into existing disciplines, and, once received, support recognition of teacher expertise around CT within their schools and districts? Data sources include video of curricular design activities, vignettes, interviews and artifacts including integrated CT lessons and pedagogical reflections. Drawing on design-based research methods, the project aims to contribute to the literature around teacher professional learning and how teacher learning opportunities are situated within broader school-level and classroom-level systems that influence their implementation.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.
由于计算已经成为科学、技术、工程和数学(STEM)实践中不可或缺的一部分,STEM+计算计划旨在通过将计算思维和计算活动应用于高中(preK-12)早期儿童教育的STEM教学和学习,来解决计算STEM领域的新挑战。一个重大的挑战是围绕CS/CT集成设计专业学习体验,使其适合教师资格认证的环境,并且可以在学校和地区内大规模访问和认可。该项目开发了一个可扩展的模型,以支持教师设计、实施和迭代综合计算思维课程的能力,同时提供支持教师获得综合CT专业学习经验的机制。拟议的专业学习体验将包括一种混合学习模式:(1)在线平台建立基础CT知识,(2)面对面参与课程共同设计,(3)专家支持整合CT课程开发,(4)基于证据的整合各种具体CT实践的微证书。该项目支持教师将CT融入社会研究、英语语言艺术和艺术学科的能力。考虑到许多学科领域都需要计算思维技能,并且CT应用跨越了许多传统学科界限,该项目将CT整合到这些学科领域的重点与STEM+C项目的目标非常吻合。本研究主要集中在两个关键领域:微证书项目中的教师学习问题;以及微证书项目的制度实施问题。它的两个相关的研究问题是:(1)什么样的专业发展机制支持教师参与关于计算思维的生产性意义构建和概念理解,从而在社会研究、英语语言艺术和艺术教育学科中成功地整合CT ?(2)微证书形式的替代教师证书如何支持获得专注于将CT整合到现有学科的专业学习经验,并且一旦获得,如何支持在其学校和地区内对CT教师专业知识的认可?数据来源包括课程设计活动的视频、小短文、访谈和包括综合CT课程和教学反思在内的人工制品。利用基于设计的研究方法,该项目旨在为围绕教师专业学习以及教师学习机会如何在更广泛的学校和课堂层面的系统中影响其实施的文献做出贡献。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
期刊论文数量(2)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Preparing Teachers for Computational Thinking Integration in K-12: A Meta-Aggregation
让教师为 K-12 中的计算思维整合做好准备:元聚合
- DOI:10.1145/3408877.3439639
- 发表时间:2021
- 期刊:
- 影响因子:0
- 作者:Caskurlu, Secil;Hu Anne Drew;Yadav, Aman;Santo, Rafi
- 通讯作者:Santo, Rafi
“These two worlds are antithetical": Epistemic tensions in integrating computational thinking in K12 humanities and arts.
——这两个世界是对立的”:K12人文与艺术中计算思维整合的认知张力。
- DOI:
- 发表时间:2023
- 期刊:
- 影响因子:0
- 作者:Santo, R.
- 通讯作者:Santo, R.
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Aman Yadav其他文献
Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning, story comprehension and reading engagement
多媒体故事阅读和提问对学龄前儿童词汇学习、故事理解和阅读参与度的影响
- DOI:
- 发表时间:
2017 - 期刊:
- 影响因子:0
- 作者:
Ninger Zhou;Aman Yadav - 通讯作者:
Aman Yadav
Results from a Survey of Faculty Adoption of Process Oriented Guided Inquiry Learning (POGIL) in Computer Science
计算机科学教师采用面向过程的引导式探究学习 (POGIL) 的调查结果
- DOI:
10.1145/2899415.2899471 - 发表时间:
2016 - 期刊:
- 影响因子:0
- 作者:
Helen H. Hu;Clifton Kussmaul;B. Knaeble;Chris Mayfield;Aman Yadav - 通讯作者:
Aman Yadav
Self-evaluation Interventions: Impact on Self-efficacy and Performance in Introductory Programming
自我评价干预:对入门编程中自我效能和表现的影响
- DOI:
10.1145/3447378 - 发表时间:
2021 - 期刊:
- 影响因子:0
- 作者:
A. Lishinski;Aman Yadav - 通讯作者:
Aman Yadav
Learning to teach computer science: the need for a methods course
学习教授计算机科学:方法课程的需要
- DOI:
10.1145/2366316.2366327 - 发表时间:
2012 - 期刊:
- 影响因子:0
- 作者:
Aman Yadav;John T. Korb - 通讯作者:
John T. Korb
Computational Thinking as an Emerging Competence Domain
计算思维作为新兴的能力领域
- DOI:
10.1007/978-3-319-41713-4_49 - 发表时间:
2017 - 期刊:
- 影响因子:0.9
- 作者:
Aman Yadav;Jon Good;J. Voogt;P. Fisser - 通讯作者:
P. Fisser
Aman Yadav的其他文献
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{{ truncateString('Aman Yadav', 18)}}的其他基金
RAPID: Empowering Future Teachers with Generative AI Education: Understanding Applications, Risks, and Limits
RAPID:通过生成式人工智能教育为未来教师提供支持:了解应用、风险和限制
- 批准号:
2333675 - 财政年份:2023
- 资助金额:
$ 173.39万 - 项目类别:
Standard Grant
Collaborative Research: Modeling inclusive computational thinking instruction: Video cases for developing teacher knowledge
协作研究:包容性计算思维教学建模:用于发展教师知识的视频案例
- 批准号:
2318167 - 财政年份:2023
- 资助金额:
$ 173.39万 - 项目类别:
Continuing Grant
Collaborative Research: Moving beyond access, increasing teacher knowledge to teach rigorous equity-focused high school computing
协作研究:超越获取途径,增加教师知识,教授严格的以公平为中心的高中计算
- 批准号:
2122314 - 财政年份:2021
- 资助金额:
$ 173.39万 - 项目类别:
Standard Grant
EAGER:Collaborative Research:Strategies for developing special education preservice teacher competencies in integrated mathematics+computing
EAGER:合作研究:发展特殊教育职前教师综合数学计算能力的策略
- 批准号:
1936440 - 财政年份:2019
- 资助金额:
$ 173.39万 - 项目类别:
Standard Grant
CT4EDU: Broadening Pathways into Computing by Developing Computational Thinking Competencies in Elementary Classrooms
CT4EDU:通过在小学课堂中培养计算思维能力来拓宽计算途径
- 批准号:
1738677 - 财政年份:2017
- 资助金额:
$ 173.39万 - 项目类别:
Standard Grant
Collaborative Research: Research Initiation: Facilitating Design Thinking through Cases
合作研究:研究启动:通过案例促进设计思维
- 批准号:
1544068 - 财政年份:2015
- 资助金额:
$ 173.39万 - 项目类别:
Standard Grant
CS 10K: Leading the Way to CS10K: Assessing a Just-in-Time Professional Development Approach for Teacher Knowledge Growth in Computer Science
CS 10K:引领通往 CS10K 的道路:评估教师计算机科学知识增长的即时专业发展方法
- 批准号:
1502462 - 财政年份:2014
- 资助金额:
$ 173.39万 - 项目类别:
Standard Grant
CS 10K: Leading the Way to CS10K: Assessing a Just-in-Time Professional Development Approach for Teacher Knowledge Growth in Computer Science
CS 10K:引领通往 CS10K 的道路:评估教师计算机科学知识增长的即时专业发展方法
- 批准号:
1339245 - 财政年份:2013
- 资助金额:
$ 173.39万 - 项目类别:
Standard Grant
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