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

该奖项的全部或部分资金来自《2021年美国救援计划法案》(公法117-2)。《K-12教育计算机科学标准》正在被广泛采用，但在这些标准完全实施之前，特别是在初级水平上，还有很多工作要做。在2017年计算机科学教师协会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与中小学标准相一致的课程。有各种初中和高中级别的计算机科学课程材料(例如，探索计算机科学和Code.org)可用。然而，与初中和高中相比，小学阶段的CS教学受到的关注较少。目前的小学计算机科学课程教材一般只关注编程，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日益增长的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。这是内华达大学拉斯维加斯分校、乔治梅森大学、南卡罗来纳大学北部分校和韦伯州立大学共同合作的项目。该项目致力于在语言多样化的教室中为3-5年级的学生开发综合计算机科学课程；围绕综合单元的课堂实施为教师提供专业发展；并就教师成果(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)进行教育研究。这个由计算机科学-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的研究-实践者伙伴关系小组将为3-5年级开发综合计算机科学课程。在第一年，项目组将开发和测试3个集成单元。在第二年，每个单元将在接受暑期专业发展后由三名教师在实际课堂环境中实施。然后，项目团队将对单元进行修改。在第三年，35名小学教师将接受专业发展，如何在暑期教授CS与其他学科的综合课程，他们将在学年内实施这些单元。这个项目将帮助小学教师在内华达州克拉克县和南卡罗来纳州斯帕坦堡的文化、语言和经济多元化社区以及犹他州戴维斯县文化和语言多样性较低的社区成功地将CS融入他们的课堂教学。这个项目反映了这样的立场，即CS应该与数学、科学和丰富的识字联系有意义地结合起来，考虑到ELS的知识来源和英语语言水平(ELP)水平，以扩大所有小学生，包括ELS，在中学之前接触CS的机会。这一方法将为所有学生提供平等的学习机会，以获得CS教育，并最终培养他们对计算机领域的兴趣。RPP将向外地提供有关从事这项工作的成功和挑战的信息，并通过严格的疗效研究提供一个以证据为基础的计划。这个项目得到了CS for All：Research and RPPS计划的支持。这个奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.