Broadening Access to CT-STEM: Leveraging lived experiences and hybrid language practices of upper elementary Mainers for computational sensemaking

随着与计算机科学相关的技能和知识在经济的各个部门越来越需要，扩大对计算机的获取是国家的优先事项。然而，如果没有更系统的努力来发展包容性计算教育，特别是最早在K-8年级，许多学生将被排除在这些工作创造的机会之外。对这个项目特别感兴趣的是那些英语不是他们的第一语言的学生。研究表明，当这些学生的多语种流利性在课堂上得到支持时，他们的学习效果最好。将计算与数学和科学教学相结合，并开发允许学生在不同语言之间移动的教学实践，将展示所有学习者如何在计算、数学和科学方面取得成功，无论他们的英语水平如何。这项研究项目旨在帮助教师建立自己的计算教学能力，并为这些新的教学实践提供结构性支持，同时还评估混合计算课程对多语言学生的影响。在这个项目中，研究人员将与教师合作，共同设计一门数学和科学课程，整合计算，支持混合语言练习，并利用学生的生活经验。该项目包括对六年级教师专业学习社区的支持，以便他们能够合作并反思发展中的教学法。该项目团队将在20个教室工作，接触到来自服务不足和代表性不足社区的350-400名学生。该项目旨在(1)为教学经验有限的教师培养能力，(2)确定在综合课程中支持学生混合学习实践的方法，(3)了解这种方法的教学轨迹，以及(4)记录这些活动如何影响学生的学习，并支持多语言学习者STEM身份的发展。该项目包括三个研究问题：(1)作为联合设计者的教师如何找到机会将计算整合到他们的数学和科学课程中，并支持混合语言实践？(2)教师如何通过反思自己和同事教学中的关键时刻，在两年的课程中改进他们的教学实践？(3)利用混合语言实践的综合CT-MS方法如何支持学生学习计算、数学和科学以及发展他们的STEM身份？数据收集和分析将使用教室的视频、教师规划的人工制品、调查和访谈。该项目由CS for All：Research and RPPS Program资助。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

Broadening access to computing is a priority for the nation as the skills and knowledge related to computer science are increasingly needed across various sectors of the economy. However, without a more systematic effort towards developing inclusive computing education, particularly as early as the K-8 grades, many students will be left out of the opportunities created by these jobs. Of particular interest in this project are students for whom English is not their first language. Research has shown these students learn best when their multilingual fluency is supported in the classroom. Integrating computing with math and science instruction and developing teaching practices that allow students to move between languages will demonstrate how all learners, regardless of their proficiency with the English language, can become successful at computing, math, and science. This research project is designed to help teachers build their own competence in teaching computing and provide structural supports for these new teaching practices, while also evaluating the impact of a hybrid computing curriculum for multilingual students. In this project, researchers will partner with teachers to co-design a math and science curriculum that integrates computing and supports hybrid language practices and draws on students’ lived experience. The project includes support for a Professional Learning Community for grade 6 teachers so they can collaborate and reflect on the developing pedagogy. The project team will work in 20 classrooms, reaching 350-400 students from an underserved and underrepresented community. The project is designed to (1) build capacity for teachers with limited experience teaching computing, (2) identify ways to support students’ hybrid learning practices in an integrated curriculum, (3) understand the trajectory of teaching with this approach, and (4) document how these activities impact student learning and support the development of STEM identities for multilingual learners. The project includes three research questions: (1) How do teachers as co-designers find opportunities to integrate computing into their math and science curriculum and support hybrid language practices? (2) How do teachers refine their pedagogical practices over the course of 2 years through reflection on key moments from their own and their colleagues’ teaching? (3) How does an integrated CT-MS approach that leverages hybrid language practices support student learning about computing, math and science and the development of their STEM identity? The data collection and analysis will use video of classrooms, artifacts of teachers’ planning, surveys and interviews.This project is funded through the CS for All: Research and RPPs programThis 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.