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

文化相关的机器人：幼儿计算思维的家庭和教师合作

基本信息

批准号：
2031394
负责人：
Frances Harper
金额：
$ 100万
依托单位：
University of Tennessee Knoxville
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-01-01 至 2024-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2031394&HistoricalAwards=false
关键词：
Culturally Relevant Robotics Family Teacher

项目摘要

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.

早期和文化相关的编码经验培养了继续学习和对计算机科学感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在中学后一级参与计算机科学学位非常重要。这个项目有可能改善计算机科学的教学在幼儿期，明确什么需要知道的教学有关从事黑人和拉丁裔儿童的计算思维。这项研究可能会改变这一领域，从正规学校教育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适应STEM学习者在种族和阶级方面的身份。最后，该项目有可能通过装备他们的父母和照顾者来支持孩子，因为他们在PreK-16教育中设想自己在STEM中，来改善黑人和拉丁裔学习者的社会福祉。在PreK-8链这个中等研究实践伙伴关系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，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计划，产生一种可操作的变革理论，以促进计算思维和计算机科学的归属感。这种研究实践伙伴关系将研究：（1）迭代共同开发和完善的教室和家庭为基础的文化相关的机器人程序为黑人和拉丁裔学龄前儿童和（2）如何黑人和拉丁裔儿童发展的计算思维的理解和归属感在计算机科学中，因为他们从事文化相关的机器人程序。拟议的项目利用并扩大了现有的合作，以实现田纳西大学和两所学校的学校合作伙伴之间的文化相关的STEM教育-一所拥有163名儿童（90%黑人）的学前班和一所拥有221名（63%黑人，24%拉丁裔）儿童的小学（PreK-1）。该项目包括两个设计为基础的研究的元素，通过在真实的环境中设置课程干预措施，和社区为基础的参与式研究，参与者的声音指导方案的设计和方向。该项目跨越四个阶段，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建设和计划发展，以产生更广泛的影响。除了展示和发表研究结果外，研究人员还将编写简短的简报，发送给当地学校董事会、行政人员、社区领袖和州教育部。他们的最终可操作的变革理论和模型，为文化相关的机器人项目的家庭教师伙伴关系将在一个网站上广泛传播，以提供免费和方便地访问其他教师教育工作者，教师，教学教练，家庭，学校和社区领导人。该项目由CS for All：Research and RPPs计划资助。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

期刊论文数量（4）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Co-Constructing and Sharing STEAM Knowledge through a Culturally Relevant Literacy-Based Early Childhood School-University Partnership

通过文化相关的识字为基础的幼儿学校与大学合作，共同构建和分享 STEAM 知识

DOI：
发表时间：
2021
期刊：
Proceedings of the 2nd International Conference of the Journal Scuola Democratica
影响因子：
0
作者：
Caudle, Lori;Harper, Frances K.;Quinn, Margaret;Greene, Darelene
通讯作者：
Greene, Darelene

Embracing Culturally Relevant Computational Thinking in the Preschool Classroom: Leveraging Familiar Contexts for New Learning

在学前班课堂上拥抱文化相关的计算思维：利用熟悉的环境进行新的学习