Culturally Relevant Robotics: A Family and Teacher Partnership for Computational Thinking in Early Childhood

早期和文化相关的编码经历培养了对计算机科学的持续学习和兴趣所必需的计算思维。培养对计算机科学的兴趣和支持对于参加高等教育阶段的计算机科学学位非常重要。这个项目有可能改善早期儿童计算机科学的教学，因为它明确了让黑人和拉丁裔儿童参与计算思维的教学需要了解什么。这项研究可能会改变这个领域，从正规学校开始就考虑黑人和拉丁裔儿童在计算机科学教育方面的独特需求。该项目还有可能促使幼儿课程与STEM学习者在种族和阶级方面的身份相协调。最后，该项目有可能改善黑人和拉丁裔学习者的社会福祉，使他们的父母和看护人能够在PreK-16教育中支持孩子们对STEM的憧憬。这个中等研究-实践-合作项目的目的是通过与大学教师、教育工作者和研究人员、管理人员、教师、教练以及黑人和拉丁裔儿童及其家庭合作开发的与文化相关的机器人项目，为促进计算机科学中的计算思维和归属感产生一个可操作的变革理论。该研究实践伙伴关系将研究：(1)针对黑人和拉丁裔学龄前儿童的课堂和家庭文化相关机器人项目的迭代共同开发和改进；(2)黑人和拉丁裔儿童如何在参与与文化相关的机器人项目时发展对计算思维的理解和对计算机科学的归属感。拟议的项目利用并扩展了田纳西大学与两所学校的学校合作伙伴之间在文化相关STEM教育方面的现有合作，一所幼儿园有163名儿童（90%是黑人），一所小学（PreK-1）有221名儿童（63%是黑人，24%是拉丁裔）。该项目包括基于设计的研究元素，通过在真实环境中设置课程干预，以及基于社区的参与性研究，参与者的声音指导项目的设计和方向。该项目分为四个阶段，其中社区伙伴关系将得到加强和扩展，课程将共同设计和试点，计划实施将根据正在进行的数据分析进行调整，全面实施将导致理论构建和计划制定，以产生更广泛的影响。除了展示和发表研究结果外，调查人员还将编写可发送给当地学校董事会、管理人员、社区领袖和州教育部的简短简报。他们最终的可操作的变革理论和与文化相关的机器人项目的家庭教师合作模式将在一个网站上广泛传播，以便为其他教师教育者、教师、教学教练、家庭、学校和社区领导人提供免费和方便的访问。该项目由CS for All: Research and RPPs项目资助。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。

Early and culturally relevant coding experiences nurture the computational thinking necessary for continued learning and interest in computer science. Developing interest in and support for computer science is important for participation in computer science degrees at the post-secondary level. This project has the potential to improve the teaching of computer science in early childhood by making explicit what needs to be known pedagogically about engaging Black and Latinx children in computational thinking. This study could shift the field to consider the unique needs of Black and Latinx children in computer science education from the beginning of formal schooling. The project also has the potential to prompt early childhood curricula to be attuned to STEM learners’ identities with respect to race and class. Finally, the project has the potential to improve the social well-being of Black and Latinx learners by equipping their parents and caretakers to support children as they envision themselves in STEM across PreK-16 education. The purpose of this medium research-practice-partnership project in the PreK-8 strand is to generate an actionable theory of change for promoting computational thinking and a sense of belonging in computer science through a culturally relevant robotics program developed in partnership with university teacher educators and researchers, administrators, teachers, coaches, and Black and Latinx children and their families. This research practice partnership will study: (1) the iterative co-development and refinement of a classroom- and home-based culturally relevant robotic program for Black and Latinx preschoolers and (2) how Black and Latinx children develop understanding of computational thinking and a sense of belonging in computer science as they engage in a culturally relevant robotics program. The proposed project leverages and expands upon existing collaborations towards culturally relevant STEM education among University of Tennessee and school partners at two schools – a preschool with 163 children (90% Black) and a primary school (PreK-1) with 221 (63% Black, 24% Latinx) children. This project includes elements of both design-based research, by situating curricular interventions in authentic settings, and community-based participatory research where participants’ voices guide the design and direction of the program. The project spans four phases where community partnerships will be strengthened and extended, curriculum will be co-designed and piloted, program implementation will be adjusted based on ongoing data analysis, and full implementation will lead to theory building and program development for broader impact. In addition to presenting and publishing research findings, the investigators will develop short briefs that can be sent to the local school board, administrators, community leaders, and the state department of education. Their final actionable theory of change and models for a family-teacher partnership for culturally relevant robotics programs will be disseminated broadly on a website in order to provide free and easy access to other teacher educators, teachers, instructional coaches, families, and school and community leaders. This project is funded by the CS for All: Research and RPPs program.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.