CTCS: Integrating Computational Thinking into English Language Arts and Math, Building an Onramp to Computer Science in Grades K-5

CTCS：将计算思维融入英语语言艺术和数学，为 K-5 年级的计算机科学奠定基础

• 批准号: 2122500
• 负责人: Diane Levitt
• 金额: $ 88.98万
• 依托单位: Cornell 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: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122500&HistoricalAwards=false
• 关键词: CTCS; Integrating; Computational; Thinking; into

Among the greatest barriers to elementary computer science education is a lack of time during the school day, especially given the ramping up of emphasis on state testing. To reach the most vulnerable learners with equitable, high-quality CS education, educators and researchers must find a way to marry computing and core disciplines in a way that will do justice to all subjects and meet the needs of all teachers and learners. This partnership between Cornell University, New York University, The New York City Department of Education’s CSforALL unit, and a New York public elementary school aims to address this issue by integrating computational thinking into English Language Arts and math classes. This project builds on a three-year pilot that demonstrated promise in this approach to build confidence in computer science for both the teachers and the students they serve. Reproducing this success in partnership with the nation’s largest school district will provide a vehicle to broadening participation to Black and Latinx students and those with disabilities by creating an accessible path to rigorous computer science. Building on a three-year pilot, the Computational Thinking to Computer Science Research-Practice Partnership is refining and piloting instructional materials that integrate computer science and computational thinking into K-5 classrooms. The goals of the project are the following. (a) Build on an earlier pilot with a NYC public elementary school serving 1700 primarily Latinx students to integrate CT and CS into math and ELA. (b) Support and study the implementation of a tasks-based CT and CS curriculum and professional development model in two NYC public schools to understand its impact on teachers and students. (c) Identify the levers for making CTCS scalable in NYC public schools in pursuit of CSforAll. The project is supporting two K-5 schools designated by the New York City Department of Education by providing a facilitator to lead school-wide professional development, co-facilitate teacher Professional Learning Community meetings, and build teacher and teacher leader capacity to implement the English and Language Arts tasks with Computer Science units. The research and evaluation conducted by the project are examining how prior Computational Thinking learning may shape teacher agency in leading computer-science instruction. The implementation design is investigating the potential ways in which teacher efficacy for teaching computer science improves when introduced to computational thinking first. Confidence and implementation are being measured and compared.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.

初级计算机科学教育的最大障碍之一是在校时间不足，尤其是在国家考试日益受到重视的情况下。为了让最弱势的学习者获得公平、高质量的计算机科学教育，教育工作者和研究人员必须找到一种方法，将计算机和核心学科结合起来，以一种对所有学科都公正的方式，满足所有教师和学习者的需求。康奈尔大学、纽约大学、纽约市教育部的CSforALL单元和纽约一所公立小学之间的合作旨在通过将计算思维融入英语语言艺术和数学课程来解决这一问题。该项目建立在一个为期三年的试点项目的基础上，该项目展示了这种方法的前景，可以为他们所服务的教师和学生建立对计算机科学的信心。通过与全国最大的学区合作，复制这一成功将为扩大黑人和拉丁裔学生以及残疾学生的参与提供一个途径，为他们创造一条通往严谨的计算机科学的无障碍道路。基于一个为期三年的试点项目，“计算思维与计算机科学研究实践合作”项目正在完善和试点教学材料，将计算机科学和计算思维整合到幼儿园至五年级的课堂中。该项目的目标如下。(a)在纽约市一所公立小学的早期试点基础上，将CT和CS融入数学和ELA中，该小学主要服务于1700名拉丁裔学生。(b)支持和研究在纽约市两所公立学校实施以任务为基础的CT和CS课程和专业发展模式，以了解其对教师和学生的影响。(c)确定在纽约市公立学校推广CTCS的杠杆，以实现全民社区教育。该项目为纽约市教育局指定的两所幼儿园-五年级学校提供支持，提供一名辅导员，领导全校范围的专业发展，共同促进教师专业学习社区会议，并培养教师和教师领导的能力，以便与计算机科学单元一起执行英语和语言艺术任务。该项目进行的研究和评估是为了检验先前的计算思维学习如何在领先的计算机科学教学中塑造教师的角色。实施设计的目的是研究首先引入计算思维后，教师提高计算机科学教学效能的潜在途径。人们正在衡量和比较信心和执行情况。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。