Developing Integrated Computer Science Curricula for Linguistically Diverse Classrooms in Grades 3-5

为 3-5 年级语言多样化的课堂开发综合计算机科学课程

• 批准号: 2122201
• 负责人: Ezgi Yesilyurt
• 金额: $ 20.23万
• 依托单位: Weber State University
• 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: 2021-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122201&HistoricalAwards=false
• 关键词: Developing; Integrated; Computer; Science; Curricula

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). Computer Science Standards for K-12 Education are being adopted widely, however there is much to be done before the standards are fully implemented, especially at the elementary level. After the release of Computer Science Teacher Association’s K-12 Computer Science Standards in 2017, computer science (CS) educators began to develop a curriculum that is aligned with the standards in middle and secondary grades. A variety of middle school and high school level computer science curriculum materials (e.g., Exploring Computer Science, and Code.org) are available. However, there has been less attention paid to teaching CS in elementary school than in middle school and high school. Current elementary CS curriculum materials generally focus on programming without specific attention to physical computing (robotics), integration with other subjects, and the needs of English Learners (EL). For this reason, computer science should be meaningfully integrated with math, science, and rich literacy connections by considering the needs of growing EL population in the US elementary schools. This is a collaborative project among University of Nevada Las Vegas, George Mason University, University of South Carolina Upstate and Weber State University. This project seeks to develop integrated CS curricula using affordances of educational robotics for grades 3-5 students in linguistically diverse classrooms; provide teacher professional development around classroom implementation of integrated units; and conduct educational research with regard to teacher outcomes (computer science teaching efficacy beliefs and teacher identity) and student outcomes (attainment of computer science concepts and practices, views of computer scientists, and computer scientist identity). This Research-Practitioner Partnership team consisting of computer science-science-literacy educators, two elementary teachers, and a doctoral graduate assistant will develop integrated computer science curricula for grades 3-5. In year 1, the project team will develop and test 3 integrated units. In year 2, each unit will be implemented in actual classroom settings by three teachers after receiving summer professional development. Then the units will be revised by the project team. In year 3, 35 elementary teachers will receive professional development about how to teach CS integrated with other subjects during summer and they will implement the units during the school year. This project will assist elementary school teachers in culturally, linguistically, and economically diverse communities of Clark County, Nevada, and Spartanburg, South Carolina, and the less culturally and linguistically diverse community of Davis County, Utah to successfully integrate CS into their classroom teaching. This project reflects the stance that CS should be meaningfully integrated with math, science, and rich literacy connections by considering ELs’ funds of knowledge and English language proficiency (ELP) levels to extend all elementary school students’, including ELs, exposure to CS before middle school. This approach would provide all students with equitable learning opportunities to access CS education and eventually cultivate their interest in computing fields. The RPP will provide information to the field on the successes and challenges of engaging in this work and a program that is evidence-based through rigorous efficacy research. This project is supported 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.

该奖项全部或部分根据2021年美国救援计划法案（公法117-2）资助。K-12教育的计算机科学标准正在被广泛采用，但是在标准完全实施之前还有很多工作要做，特别是在小学阶段。2017年计算机科学教师协会的K-12计算机科学标准发布后，计算机科学（CS）教育工作者开始开发符合初中和高中年级标准的课程。各种初中和高中水平的计算机科学课程材料（例如，探索计算机科学，和Code.org）。然而，与初中和高中相比，在小学中对CS教学的关注较少。目前的初级CS课程材料通常侧重于编程，而没有特别关注物理计算（机器人），与其他学科的整合，以及英语学习者（EL）的需求。出于这个原因，计算机科学应该通过考虑美国小学不断增长的EL人口的需求，有意义地与数学，科学和丰富的识字联系相结合。这是内华达州拉斯维加斯大学、乔治梅森大学、南卡罗来纳州北部大学和韦伯州立大学之间的一个合作项目。该项目旨在为语言多样的教室中的3-5年级学生使用教育机器人的启示开发综合CS课程;围绕综合单元的课堂实施提供教师专业发展;并开展有关教师成果的教育研究（计算机科学教学效能信念和教师身份）和学生成果（获得计算机科学概念和实践，计算机科学家的观点和计算机科学家身份）。这个研究实践者伙伴关系团队由计算机科学科学素养教育工作者，两名小学教师和一名博士研究生助理组成，将为3-5年级开发综合计算机科学课程。在第一年，项目团队将开发和测试3个集成单元。在第二年，每个单元将由三名教师在接受暑期专业发展后在实际课堂环境中实施。然后，项目团队将对单位进行修订。在第三年，35名小学教师将接受有关如何在夏季教授CS与其他科目相结合的专业发展，他们将在学年期间实施这些单元。该项目将帮助内华达州克拉克县和南卡罗来纳州斯帕坦堡的文化、语言和经济多样化社区的小学教师，以及犹他州戴维斯县的文化和语言多样化社区的小学教师成功地将CS融入他们的课堂教学。这个项目反映了CS应该有意义地与数学，科学和丰富的识字联系相结合的立场，通过考虑ELs的知识和英语语言能力（ELP）水平的资金，以扩大所有小学生，包括ELs，在中学之前接触CS。这个模式可为所有学生提供公平的计算机教育学习机会，并最终培养他们对计算机领域的兴趣。 RPP将向该领域提供有关参与这项工作的成功和挑战的信息，以及通过严格的功效研究以证据为基础的计划。该项目得到了CS for All：Research and RPPs计划的支持。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。