Teaching Computational Thinking to Prekindergarten Students in Underrepresented Communities

向代表性不足的社区中的学前班学生教授计算思维

• 批准号: 2122436
• 负责人: Christopher Doss
• 金额: $ 99.99万
• 依托单位: Rand Corporation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122436&HistoricalAwards=false
• 关键词: Teaching; Computational; Thinking; Prekindergarten; Students

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.

代表性不足的学生在访问和找到成功的计算机科学（CS）面临的障碍。黑人，西班牙裔和低收入人群接触CS的机会较少，并且遇到了不适合他们的领域的线索。此外，女孩在进入男性占主导地位的领域时面临社会障碍。 为了缓解这些障碍，美国国家启蒙协会（NHSA）、内容创作公司codeSpark和兰德公司正在为学前教育中代表性不足的人群创建第一个计算思维课程，教师可以直接在课堂上应用。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，必须解决两个关键途径，以成功地缩小种族，性别和社会经济线在获取计算机科学方面的差距。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，可以在幼儿园前的教室中实施，并通过不同的方式获得技术。CT技能的早期发展和编码成功的持续经验可能会激发学生对该领域的兴趣，并减轻该领域专属于白色男性的陈规定型观念。由于CT与其他STEM领域密切相关，这项工作预计也将有助于更广泛地提高这些代表性不足的群体在STEM中的参与度，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）幼儿园前的计算思维数字应用程序和配套的物理操作;（2）教师专业发展的可扩展性;（3）教师教案。该方案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。家长和教育工作者将通过重点小组就课程计划的版本提供意见和反馈，以确保所有方面都具有文化相关性，并满足代表性不足的社区和不同资源的教室的需求。与学生一起思考的活动将提供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进行测试，教师可以提供反馈，教室可以观察。该项目将在课程计划的随机对照试验中达到高潮。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。