Collaborative Research: Rethinking Circle Time: Integrating Computational Thinking into K-2 Literacy

合作研究：重新思考循环时间：将计算思维融入 K-2 读写能力

• 批准号: 2122736
• 负责人: Tamara Moore
• 金额: $ 21.03万
• 依托单位: Purdue 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: 2021-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122736&HistoricalAwards=false
• 关键词: Collaborative; Research; Rethinking; Circle; Time

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). To prepare all students to participate the increasingly digital society, computer science (CS) and computational thinking (CT) education opportunities must engage all students in CS ideas and practices to help them understand how computing influences the world. At the younger grades, CS education focuses on computational thinking (CT), which is the process of identifying a problem and creating potential solutions so that a computer (human or machine) could implement that solution. Students’ elementary experiences impact their perceptions and dispositions toward STEM, with studies showing gender differences in CS as early as 5th grade. The Rethinking Circle Time project will examine the learning and instruction required for K-2 students to engage meaningfully with CT. Because K-2 teachers struggle with fitting CT into the school day, some suggest integrating CT into other subjects. With literacy being a strong focus at the K-2 levels, this project will research the process of rethinking literacy “circle time” - a reference to whole group literacy instruction. Rethinking Circle Time will engage with K-2 students, in-service teachers, and pre-service teachers to design, implement, and iterate different literacy activities that build students’ CT knowledge and interests to explore connections between literacy and CT to learn about how to help students, especially girls, gain key CT understandings.The overarching research question being addressed in this project is: What are models for integrating computational thinking and literacy in K-2 classrooms that support key CT understandings and abilities for all students and guide high-leverage instructional practices for teachers? This question will be answered through design-based research (DBR) using a multi-tiered design experiment that incorporates feedback loops for each tier based on findings focused on student learning; student interest and motivation with an emphasis on girls; and instructional innovations, practices, and experiences of both in-service and pre-service teachers. The multi-tiered design experiment has three levels: Tier 1: Student Level, Tier 2: Teacher Level, Tier 3: Researcher Level. The project will examine the conceptual models of the actors (students, teachers, researchers) at each tier, and how these tiers interact: students as they learn CT through literacy, teachers as they create and implement learning environments for CT, and researchers who play an integral part in each of the systems that will be researched. Therefore, planned and unplanned feedback loops will be utilized to refine representations of the conceptual models as the project seeks to understand how K-2 students, particularly girls, learn CT through literacy contexts and how to support that learning effectively. Contributions from this project include (1) theoretical and practical advances in helping K-2 students develop an understanding of CT concepts in the context of literacy, specifically around multiple representations and translations, (2) a model for supporting in-service and pre-service teachers to integrate CT and literacy education, and (3) design principles for creating curricula for K-2 CT education with a focus on engaging young girls in CT. This project will directly impact and research an ecosystem of K-2 in-service teachers (n=9), pre-service teachers (n=200), and students (n=300) across multiple contexts (rural/urban, across two states). The project’s partner schools serve a diverse range of learners, including students from underrepresented groups. The CAPE framework will be used to examine issues of equity in the K-2 CT literacy lessons, especially girls. The knowledge generated from this project support broadening participation in CS by examining students’ experiences in CT at the K-2 levels. This project is supported through 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.

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)。为了让所有学生做好参与日益数字化的社会的准备，计算机科学(CS)和计算思维(CT)教育机会必须让所有学生参与CS思想和实践，以帮助他们了解计算如何影响世界。在低年级，CS教育侧重于计算思维(CT)，这是识别问题并创造潜在解决方案的过程，以便计算机(人或机器)可以实施该解决方案。学生的基本经历影响了他们对STEM的看法和倾向，研究表明，早在5年级时，CS就存在性别差异。反思循环时间项目将审查K-2学生有意义地参与CT所需的学习和指导。由于K-2教师很难将CT融入学校生活，一些人建议将CT融入其他学科。由于识字是K-2阶段的一个重要焦点，本项目将研究重新思考识字“循环时间”的过程--参考整个群体识字教学。反思循环时间将与K-2学生、在职教师和职前教师一起设计、实施和迭代不同的识字活动，以建立学生的CT知识和兴趣，探索识字和CT之间的联系，以了解如何帮助学生，特别是女孩，获得关键的CT理解。本项目解决的首要研究问题是：在K-2课堂上整合计算思维和扫盲的模式是什么，能够支持所有学生的关键CT理解和能力，并指导教师的高杠杆教学实践？这一问题将通过以设计为基础的研究(DBR)来回答，该实验采用多层次的设计实验，根据学生学习的结果为每一层纳入反馈循环；以女生为重点的学生的兴趣和动机；以及在职和职前教师的教学创新、实践和经验。多层次设计实验分为三个层次：第一层次：学生层次，第二层次：教师层次，第三层次：研究人员层次。该项目将审查每一层参与者(学生、教师、研究人员)的概念模型，以及这些层如何相互作用：学生通过扫盲学习CT，教师为CT创建和实施学习环境，以及在将被研究的每个系统中发挥不可或缺的作用的研究人员。因此，将利用有计划和无计划的反馈循环来完善概念模型的表述，因为该项目试图了解K-2年级的学生，特别是女孩，如何通过识字环境学习计算机辅助教学，以及如何有效地支持这种学习。该项目的贡献包括：(1)在帮助K-2学生在扫盲背景下发展对CT概念的理解方面的理论和实践进展，特别是围绕多重表述和翻译，(2)支持在职和职前教师将CT与扫盲教育相结合的模式，以及(3)设计K-2 CT教育课程的设计原则，重点是让年轻女孩参与CT教育。该项目将直接影响和研究一个由K-2在职教师(n=9)、职前教师(n=200)和学生(n=300)组成的生态系统，这些学生跨越多种背景(城乡，跨越两个州)。该项目的合作学校为各种各样的学习者提供服务，包括来自代表性不足群体的学生。将利用CAPE框架审查K-2 CT扫盲课程，特别是女童的公平问题。该项目所产生的知识支持通过考察学生在K-2级别的计算机辅助教学中的经验来扩大对计算机科学的参与。这个项目通过CS for All：Research and RPPS计划得到支持。该奖项反映了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。