Preparing Elementary Pre-Service Teachers to Integrate Computing across the Curriculum

该项目旨在通过开发，实施和研究本科职前教师（PSTs）计划的有效性来服务于国家利益，将计算机科学学习融入小学教育。美国的许多州都要求所有公立学校提供计算机科学课程或指导。然而，计算机科学目前在大多数美国小学都没有作为一门独立的课程提供。因此，迫切需要将计算机科学融入K-6学科内容课程，以确保每个学生都能获得计算机科学学习。一个系统的教育计划是必要的小学PST学习计算机科学知识，更重要的是，将其融入K-6科目的策略。然而，这是具有挑战性的地方这样一个密集的奋进到一个单一的课程在教师教育计划，所以有一个PST谁可以整合计算机科学学习K-6学科类的短缺。将使用技术教学内容计算思维（TPC 2 T）模型，将计算思维注入另一个主题的模型。 在这一项目中，来自5个队列的175名小学PST将参加一系列课程和三个学期的学生教学，学习和应用所有K-6科目的计算机科学。本计划亦将建立一套经实证检验的小学教师培训教育架构及一套可供课堂实施的计算机科学整合教学模式。本计划旨在：1）提高小学教师培训课程结束时，他们在幼儿园至六年级科目中整合计算机科学的兴趣、自我效能及知识; 2）完善TPC 2 T模式，使之成为中小学计算机综合教学的综合模式。为了实现这些目标，项目组将根据班杜拉的自我效能理论和Lent，Brown和Hackett的社会认知职业理论进行混合方法三角设计研究。研究结果和教育材料将通过公共项目网站，会议演示，同行评议的期刊出版物，面对面和在线研讨会以及由NSF资助的中心（如STEM学习和研究中心）主办的活动进行传播。该项目预计将通过发展计算机科学K-6教育的教师队伍来造福社会。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过学生的学习轨道，该计划支持创建，探索和实施有前途的做法和工具。 罗伯特·诺伊斯教师奖学金（Noyce）计划为IUSE：EHR项目提供共同资助，以支持该项目的职前教师准备目标，该目标与诺伊斯计划目标保持一致。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by developing, implementing, and researching the effectiveness of a program for undergraduate pre-service teachers (PSTs) to integrate computer science learning in elementary education. Many states in the U.S. have required that all public schools offer computer science courses or instruction. However, computer science is currently not offered as an independent course in most U.S. elementary schools. Hence, there is a critical need to integrate computer science into K-6 subject content courses to ensure every student has access to computer science learning. A systematic educational program is necessary for elementary PSTs to learn computer science knowledge and, more importantly, strategies for integrating it into K-6 subjects. However, it is challenging to place such an intensive endeavor into a single course in teacher education programs, so there is a shortage of PSTs who can integrate computer science learning in K-6 subject classes. The Technological Pedagogical Content Computational Thinking (TPC2T) model, a model for the infusion of computational thinking into another subject, will be used. In this Engaged Student Learning Level-1 project, 175 elementary PSTs from 5 cohorts will participate in a series of sessions and student teaching over three semesters to learn and apply computer science across all K-6 subjects. This project will also generate an empirically tested PST educational framework and a computer science integration teaching model for classroom implementation.This project aims 1) to improve PSTs’ interest, self-efficacy, and knowledge of computer science integration in K-6 subjects by the end of their teacher preparation program, and 2) to advance the TPC2T model and make it a comprehensive model for K-6 computer science integrated teaching. To address these goals, the project team will conduct a mixed-method triangulation design research based on Bandura’s self-efficacy theory and Lent, Brown, and Hackett’s social cognitive career theory. The research findings and educational materials will be disseminated via the public project site, conference presentations, peer-reviewed journal publications, in-person and online workshops, and events hosted by NSF-funded centers, such as the STEM Learning and Research Center. This project is expected to benefit society by developing the teacher workforce in computer science K-6 education. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's pre-service teacher preparation goals, which are well-aligned with Noyce Program goals.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.