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

随着经济各个部门对计算机科学相关技能和知识的需求越来越大，扩大计算机的使用范围是国家的首要任务。然而，如果没有更系统的努力来发展包容性的计算机教育，特别是早在K-8年级，许多学生将被排除在这些工作所创造的机会之外。对这个项目特别感兴趣的是英语不是第一语言的学生。研究表明，当这些学生的多语言流利性在课堂上得到支持时，他们学得最好。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，无论他们对英语的熟练程度如何，都可以在计算，数学和科学方面取得成功。该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，同时也评估混合计算课程对多语言学生的影响。在该项目中，研究人员将与教师合作共同设计数学和科学课程，该课程整合计算并支持混合语言实践，并借鉴学生的生活经验。该项目包括为六年级教师的专业学习社区提供支持，使他们能够合作并反思发展中的教学法。该项目小组将在20间教室工作，覆盖来自服务不足和代表性不足的社区的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）确定支持学生在综合课程中进行混合学习实践的方法，（3）了解这种方法的教学轨迹，（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发展STEM身份。该项目包括三个研究问题：（1）教师作为合作设计者如何找到机会，将计算融入他们的数学和科学课程，并支持混合语言的做法？(2)教师如何通过反思自己和同事教学中的关键时刻，在两年的时间里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，教师的规划，调查和访谈的工件。这个项目是通过CS为所有的资助：研究和RPPs程序这个奖项反映了NSF的法定使命，并已被认为是值得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的支持。

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.