CAREER: Spreading Computational Literacy Equitably via Integration of Computing in Preservice Teacher Preparation

职业：通过将计算融入职前教师准备中来公平地传播计算素养

• 批准号: 1941642
• 负责人: Lauren Margulieux
• 金额: $ 48.96万
• 依托单位: Georgia State University Research Foundation, Inc.
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1941642&HistoricalAwards=false
• 关键词: CAREER; Spreading; Computational; Literacy; Equitably

Understanding and creating computer-powered solutions to professional and personal problems enables people to be safe, resourceful, and inventive in the technology-infused world. To empower society, K-12 education is rapidly changing to spread computational literacy. To spread literacy equitably, schools must give all students opportunities to understand and design computing solutions. However, school schedules are already packed with required coursework, and most teachers graduated from programs that did not offer computer science courses. To spread computational literacy within the K-12 system, this project will integrate computing into all preservice teacher programs at Georgia State University. This approach enables all teachers, regardless of primary discipline or grade band, to introduce their students to authentic computing solutions within their discipline and use these solutions as powerful tools for teaching disciplinary content and practices. In addition, this approach ensures equity because all preservice teachers will learn to use computing tools through their regular coursework, rather than a self-selected group that chooses to engage in elective courses or professional development on the topic. The project will also require preservice teachers to use computing-integrated activities in their student teaching experiences. This requirement helps teachers gain the confidence to use the activities in their future classrooms and immediately benefits students in the Atlanta area, who are primarily from groups that are underrepresented in computing, including women, people of color and those who are from low-income families.This project will study the effect of computing integration in preservice teacher programs on computational literacy. Preservice teacher programs, like K-12 school schedules, are loaded with subject area, pedagogy, and licensure requirements. Therefore, research needs to examine the most sustainable methods for integrating computing into these programs. The proposed project will use design-based research to explore 1) how to connect computing concepts and integration activities to teachers' subject area knowledge and teaching practice, and 2) which computing concepts are most valuable for general computational literacy. Because computational literacy is a relatively new literacy, the computing education community still debates which concepts are foundational for all citizens. By studying computing integration in a range of grade bands and subject areas, this project will explore which computing concepts are applicable in a wide range of subjects. These research activities will feed directly into the teaching objective of this project — to provide computing education and computational literacy to all preservice teachers. This project will prepare about 1500 preservice teachers (more than half of them will be women) across all grades and subject areas who can teach computing integrated activities.The CAREER program is a National Science Foundation (NSF)-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project is supported by NSF's Discovery Research PreK-12 (DRK-12) program. DRK-12 seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

理解和创建计算机驱动的解决方案，以专业和个人问题，使人们能够安全，足智多谋，并在技术注入的世界创造性。为了赋予社会权力，K-12教育正在迅速改变，以传播计算素养。为了公平地普及扫盲，学校必须让所有学生都有机会理解和设计计算解决方案。然而，学校的课程表已经排满了必修课，大多数教师毕业于不提供计算机科学课程的项目。为了在K-12系统中传播计算素养，该项目将把计算纳入格鲁吉亚州立大学的所有副教授课程。这种方法使所有教师，无论主要学科或年级带，向学生介绍他们的学科内的真实计算解决方案，并使用这些解决方案作为强大的工具，用于教学学科内容和实践。此外，这种方法还确保了公平，因为所有在职教师都将通过他们的常规课程学习使用计算机工具，而不是选择参加选修课程或专业发展的自选小组。该项目还将要求兼职教师在其学生教学经验中使用计算机集成活动。这一要求有助于教师获得信心，在他们未来的课堂上使用的活动，并立即受益的学生在亚特兰大地区，谁主要是来自群体的代表性不足，在计算，包括妇女，有色人种和那些谁是来自低收入家庭。这个项目将研究计算整合在计算素养的副教师计划的效果。职前教师计划，如K-12学校的时间表，加载与学科领域，教学法和执照要求。因此，研究需要研究将计算集成到这些程序中的最可持续的方法。建议的项目将使用设计为基础的研究，探讨1）如何连接计算概念和整合活动，教师的学科领域的知识和教学实践，以及2）计算概念是最有价值的一般计算素养。由于计算素养是一个相对较新的素养，计算教育界仍然争论哪些概念是所有公民的基础。通过研究计算集成在一系列等级带和学科领域，这个项目将探索哪些计算概念适用于广泛的学科。这些研究活动将直接反馈到这个项目的教学目标-提供计算教育和计算素养的所有副教授。该项目将培养约1500名兼职教师（其中一半以上将是女性）在所有年级和学科领域谁可以教计算综合活动。职业生涯计划是一个国家科学基金会（NSF）范围内的活动，提供奖励，以支持初级教师谁通过杰出的研究，优秀的教育，以及在其组织的使命范围内整合教育和研究。该项目由NSF的发现研究PreK-12（DRK-12）计划支持。DRK-12旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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

A Review of International Models of Computer Science Teacher Education

国际计算机科学教师教育模式评述

• DOI: 10.1145/3571785.3574123
• 发表时间: 2022
• 期刊: Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education
• 作者: Yadav, Aman;Connolly, Cornelia;Berges, Marc;Chytas, Christos;Franklin, Crystal;Hijón-Neira, Raquel;Macann, Victoria;Margulieux, Lauren;Ottenbreit-Leftwich, Anne;Warner, Jayce R.
• 通讯作者: Warner, Jayce R.

Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use

编程教育中的元认知和自我调节：理论和使用范例

• DOI: 10.1145/3487050
• 发表时间: 2022
• 期刊: ACM Transactions on Computing Education
• 影响因子: 2.4
• 作者: Loksa, Dastyni;Margulieux, Lauren;Becker, Brett A.;Craig, Michelle;Denny, Paul;Pettit, Raymond;Prather, James
• 通讯作者: Prather, James

What's in a Wave: Using Modeling and Computational Thinking to Enhance Students’ Understanding of Waves

波浪中有什么：利用建模和计算思维来增强学生对波浪的理解

• 发表时间: 2021
• 期刊: The science teacher
• 作者: Enderle, Patrick;Margulieux, Lauren;King, Natalie
• 通讯作者: King, Natalie

When Wrong is Right: The Instructional Power of Multiple Conceptions

当错误就是正确时：多重观念的教学力量

• DOI: 10.1145/3446871.3469750
• 发表时间: 2021
• 期刊: Proceedings of the Sixteenth Annual Conference on International Computing Education Research
• 作者: Margulieux, Lauren;Denny, Paul;Cunningham, Kathryn;Deutsch, Michael;Shapiro, Benjamin R.
• 通讯作者: Shapiro, Benjamin R.

Middle science computing integration with preservice teachers.

中级科学计算与职前教师的整合。

• 发表时间: 2021
• 期刊: The Journal of computers in mathematics and science teaching
• 作者: Margulieux, Lauren;Yadav, Aman
• 通讯作者: Yadav, Aman