Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer Science

为中学计算机科学开发一套基于标准的教学支持工具

• 批准号: 2010591
• 负责人: Satabdi Basu
• 金额: $ 144.88万
• 依托单位: SRI International
• 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: 2020-05-15 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010591&HistoricalAwards=false
• 关键词: Developing; Suite; Standards; based; Instructionally

As computing has become an integral part of the world and the workforce, demand for computer science (CS) education in K-12 classrooms is growing. States and school districts in the U.S. are increasing CS course offerings, increasing the need for teachers with CS content and teaching knowledge. However, many CS teachers are not originally certified to teach computer science and often lack the necessary tools, resources, and training. This project will develop a set of educational resources, assessment tools and teacher professional development (PD) activities to support teachers in developing knowledge of CS content and standards. Improved CS instruction that is responsive to the needs and challenges of the student population is particularly critical in school districts with a large population of students who are typically underserved and under-represented in computer science. The project, a partnership between SRI International, the Milwaukee Public School District, and the San Francisco United Public School District, will provide professional development experiences tied to standards. Teachers will receive training via a combination of virtual webinars and face-to-face instruction. Teachers will have opportunities to evaluate their own teaching and measure their students' progress towards the standards. The research will examine how these teacher professional development activities can help improve CS content and pedagogical knowledge for teachers. The team will use a mixed-methods design to answer three research questions: 1) How can CS standards-aligned educative instructional supports be designed to be informative and useful to middle school CS teachers using different CS curricula and what professional development (PD) do teachers need to be able to use and benefit from these educative instructional supports? 2) What are the different ways in which teachers adapt and use the standards-aligned educative resources and instructionally supportive CS assessment tools in their CS classes? 3) How can standards-aligned instructional supports and teacher PD improve middle school teachers' CS pedagogical content knowledge and improve their implementation of standards-aligned CS instruction? To answer research question one, the team will use an Evidence-Centered Design approach to systematically unpack each standard and develop aligned instructionally supportive assessments and scoring guides. Data analysis for research question one includes qualitative analysis of student cognitive interviews to determine the student's proficiencies and challenges. Inter-rater reliability analysis of teacher and researcher scores on assessments. Psychometric analysis of student responses for reliability and validity evidence. Analysis of classroom observations of teachers responding to data from assessments. Teacher interviews providing feedback on the usefulness of the tasks and scoring guides that have been developed. For research questions two and three, the project will collect and analyze data from multiple sources, including teacher interviews, classroom observations, teacher PCK (pedagogical content knowledge) surveys, and teacher logs to determine the impacts of the project. Data analysis for questions two and three will include analysis of shifts in teacher PCK between the start of year two and the end of year three. Qualitative analysis of observations for instructional practices teachers are using in their classroom from the classroom pilot and case studies. The project will recruit 24 teachers of varying experience levels. Additionally, 450 middle school students will be recruited with a significant number of female, African-American, and Hispanic students represented in the sample. Project evaluation will examine the overall achievement of program goals and objectives. Project results will be disseminated widely at national conferences and through submissions to refereed journals. The project resources and instructionally supportive tools including PD Webinars will be made available online to school districts and teachers. The Discovery Research preK-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.

随着计算已成为世界和劳动力不可或缺的一部分，K-12教室对计算机科学（CS）教育的需求正在增长。美国各州和学区正在增加CS课程，增加了对具有CS内容和教学知识的教师的需求。 然而，许多计算机科学教师最初并没有获得教授计算机科学的认证，并且往往缺乏必要的工具，资源和培训。本项目将开发一套教育资源、评估工具和教师专业发展活动，以支持教师发展有关计算机科学内容和标准的知识。改进的CS教学，是响应学生群体的需求和挑战是特别重要的学区与大量的学生谁是典型的服务不足和代表性不足的计算机科学。该项目是SRI国际、密尔沃基公立学区和旧金山弗朗西斯科联合公立学区之间的伙伴关系，将提供与标准挂钩的专业发展经验。 教师将通过虚拟网络研讨会和面对面教学相结合的方式接受培训。教师将有机会评估自己的教学，并衡量学生在达到标准方面的进展。本研究将探讨这些教师专业发展活动如何有助于提高教师的CS内容和教学知识。 该团队将使用混合方法设计来回答三个研究问题：1）如何将CS标准对齐的教育教学支持设计为使用不同CS课程的中学CS教师提供信息和有用的信息，以及教师需要能够使用这些教育教学支持并从中受益的专业发展（PD）？2)教师在CS课堂上采用和使用符合标准的教育资源和辅助性CS评估工具的不同方式是什么？3)标准化教学支持和教师专业发展如何提高中学教师的CS教学内容知识，并促进他们的标准化CS教学的实施？为了回答研究问题一，该团队将使用以证据为中心的设计方法来系统地解开每个标准，并制定一致的支持性评估和评分指南。 研究问题一的数据分析包括对学生认知访谈的定性分析，以确定学生的专业和挑战。教师与研究者评量分数之评分员间信度分析。学生反应的信度和效度证据的心理测量学分析。分析教师对评估数据的课堂观察。教师访谈，提供关于任务有用性的反馈和已制定的评分指南。 对于研究问题二和三，该项目将从多个来源收集和分析数据，包括教师访谈，课堂观察，教师PCK（教学内容知识）调查和教师日志，以确定该项目的影响。 问题二和问题三的数据分析将包括分析教师PCK在第二年开始和第三年结束之间的变化。对教师在课堂上使用的教学实践的观察进行定性分析，这些观察来自课堂试点和案例研究。 该项目将招聘24名不同经验水平的教师。 此外，450名中学生将被招募，其中有大量的女性、非洲裔美国人和西班牙裔学生。 项目评估将检查项目目标和目的的总体实现情况。 项目成果将在国家会议上广泛传播，并通过提交给经评审的期刊。 项目资源和教学支持工具，包括PD网络研讨会将在线提供给学区和教师。探索研究preK-12计划（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

Uncovering Middle School CS Students’ Understanding of Variables and Control Structures: A Cognitive Think-Aloud Approach

揭示中学生计算机科学学生对变量和控制结构的理解：一种认知有声思考方法

• DOI: 10.22318/icls2023.110257
• 发表时间: 2023
• 期刊: International Society of the Learning Sciences
• 作者: Yang, Hui;Basu, Satabdi;Rutstein, Daisy;Rachmatullah, Arif;Tate, Carol;Ortiz, Christopher;Rulifson, Eliese
• 通讯作者: Rulifson, Eliese

Exploring Middle School Students’ Understanding of Algorithms Using Standards-Aligned Formative Assessments: Teacher and Researcher Perspectives

使用符合标准的形成性评估探索中学生对算法的理解：教师和研究人员的观点

• DOI: 10.22318/icls2023.719736
• 发表时间: 2023
• 期刊: International Society of the Learning Sciences
• 作者: Basu, Satabdi;Rutstein, Daisy;Tate, Carol;Rachmatullah, Arif;Yang, Hui;Ortiz, Christopher
• 通讯作者: Ortiz, Christopher

Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge

符合标准的教学支持，以提升计算机科学教师的教学内容知识

• DOI: 10.1145/3478431.3499403
• 发表时间: 2022
• 期刊: SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 1
• 作者: Basu, Satabdi;Rutstein, Daisy;Tate, Carol;Rachmatullah, Arif;Yang, Hui
• 通讯作者: Yang, Hui

Middle School CS Curriculum and Standards Alignment

中学计算机科学课程和标准调整

• DOI: 10.1145/3626253.3635546
• 发表时间: 2024
• 期刊: ACM
• 作者: Rutstein, Daisy;Basu, Satabdi;Yang, Hui;Rachmatullah, Arif;Tate, Carol
• 通讯作者: Tate, Carol

Design considerations for a middle school computer science pedagogical content knowledge instrument.

中学计算机科学教学内容知识工具的设计考虑。

• 发表时间: 2022
• 期刊: 16th International Conference of the Learning Sciences (ICLS
• 作者: Basu, S.;Rutstein, D.;Tate, C.;Rachmatullah, A.;Yang, H.
• 通讯作者: Yang, H.