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

帮助小学职前教师做好将计算融入整个课程的准备

• 批准号: 2121417
• 负责人: Shenghua Zha
• 金额: $ 30万
• 依托单位: University of South Alabama
• 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: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2121417&HistoricalAwards=false
• 关键词: Preparing; Elementary; Pre; Service; Teachers

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.

该项目旨在通过开发、实施和研究本科职前教师 (PST) 计划的有效性，将计算机科学学习融入基础教育来服务于国家利益。美国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，目前大多数美国小学并未将计算机科学作为独立课程开设。因此，迫切需要将计算机科学融入 K-6 学科内容课程中，以确保每个学生都能获得计算机科学学习。对于初级 PST 来说，系统的教育计划是必要的，以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，将如此密集的努力投入到教师教育计划的单一课程中具有挑战性，因此缺乏能够将计算机科学学习整合到 K-6 学科课程中的 PST。将使用技术教学内容计算思维（TPC2T）模型，这是一种将计算思维融入另一学科的模型。 在这个参与式学生学习 1 级项目中，来自 5 个组的 175 名初级 PST 将参加三个学期的一系列课程和学生教学，以学习和应用所有 K-6 科目的计算机科学。该项目还将生成经过实证检验的 PST 教育框架和用于课堂实施的计算机科学整合教学模型。该项目的目标是 1) 在教师培训计划结束时提高 PST 对 K-6 学科计算机科学整合的兴趣、自我效能和知识；2) 推进 TPC2T 模型，使其成为 K-6 计算机科学整合教学的综合模型。为了实现这些目标，项目团队将基于班杜拉的自我效能理论和伦特、布朗和哈克特的社会认知职业理论进行混合方法三角测量设计研究。研究结果和教育材料将通过公共项目网站、会议演示、同行评审的期刊出版物、现场和在线研讨会以及由 NSF 资助的中心（例如 STEM 学习和研究中心）主办的活动来传播。该项目预计将通过培养计算机科学 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“参与学生学习”轨道，该计划支持有前景的实践和工具的创建、探索和实施。 罗伯特·诺伊斯教师奖学金 (Noyce) 计划正在为 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非常一致。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。