Teaching Computational Thinking to Prekindergarten Students in Underrepresented Communities

代表性不足的学生在进入计算机科学（CS）领域并取得成功方面面临障碍。黑人、西班牙裔和低收入人群接触计算机科学的机会较少，并且会遇到不适合他们的暗示。此外，女孩在男性主导的领域面临社会障碍。为了减轻这些障碍，美国国家开端协会（National Head Start Association，简称NHSA）、内容创作公司codeSpark和兰德公司正在为未被充分代表的学龄前儿童创建首批计算思维课程之一，教师可以直接将其应用于课堂。这个项目是基于研究表明，进入计算机科学的障碍是复杂的，涉及家庭，学校和更大的社会。研究表明，要想成功地缩小在获得计算机科学方面的种族、性别和社会经济方面的差距，必须解决两个关键途径。首先，接触计算机科学必须从小开始，其次，课程和学习工具必须满足需求，并包括代表性不足的社区的观点。该项目将创建一个为期半年的计算思维（CT）课程，该课程可在不同技术渠道的学前班教室实施。计算机编程技能的早期发展和持续成功的编程经验可能会激发学生对该领域的兴趣，并减轻该领域只适合白人男性的刻板印象。由于CT与其他STEM领域密切相关，因此这项工作有望帮助这些代表性不足的群体更广泛地参与STEM，并为那些选择不从事STEM职业的人提供宝贵的认知技能。研究者-实践者伙伴关系（RPP）和项目的目标是创建：(1)一个幼儿园前的计算思维数字应用程序和配套的物理操作；(2)教师可扩展的专业发展；(3)和一套教师教案。该项目将免费提供给学校和学校系统。RPP将参与迭代设计过程以实现项目目标。先导性计划的家长和教育工作者将通过焦点小组对课程方案的版本提供输入和反馈，以确保所有方面都与文化相关，并满足代表性不足的社区和资源不同的教室的需求。与学生一起思考的活动将提供关于学生如何与课程互动的反馈。在可行性研究中，材料将首先在少数教室中进行测试，教师可以提供反馈，并可以观察教室。该项目将在课程计划的随机对照试验试点中达到高潮。RPP将向该领域提供信息，说明参与这项工作的成功和挑战，以及通过严格的疗效研究以证据为基础的规划。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。

Underrepresented students face barriers in accessing and finding success in computer science (CS). Black, Hispanic, and low-income populations have less access to CS and encounter cues that the field that it is not for them. In addition, girls face social barriers to a male-dominated field. To alleviate these barriers, the National Head Start Association (NHSA), codeSpark, a content creation company, and the RAND Corporation are creating one of the first computational thinking curricula for underrepresented populations in prekindergarten that teachers can directly apply in classrooms. This project is based on research that shows barriers to entry into computer science are complex, involving the home, school, and larger society. The research suggests that two critical avenues must be addressed to successfully close disparities in access to computer science along racial, gender, and socio-economic lines. First, exposure to computer science must start young and, second, curricula and learning tools must meet the needs and include the perspectives of underrepresented communities. This project will create a half-year computational thinking (CT) curriculum that can be implemented in prekindergarten classrooms with varying access to technology. The early development of CT skills and ongoing experiences of success with coding is likely to stimulate students’ interest in the field and mitigate stereotypes that the field is exclusively for white males. Because CT is tightly interrelated with other STEM fields, this work is expected to also help increase participation among these underrepresented groups in STEM more broadly and provide valuable cognitive skills for those who elect not to pursue STEM careers.The goals of the researcher-practitioner partnership (RPP) and project are to create: (1) a prekindergarten computational thinking digital app and companion physical manipulatives; (2) a scalable professional development for teachers; (3) and a set of lesson plans for teachers. The program will be made available to schools and school systems free of charge. The RPP will engage in an iterative design process to achieve the goals of the project. Head Start parents and educators will provide input and feedback on versions of the curriculum program through focus groups to ensure that all aspects are culturally relevant and meet the needs of underrepresented communities and classrooms of differing resources. Think aloud activities with students will provide feedback on how students interact with the curriculum. Materials will first be tested in a small number of classrooms in a feasibility study where teachers can provide feedback and classrooms can be observed. The project will culminate in a randomized control trial pilot of the curriculum program. 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 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.