Towards Culturally Responsive and Computationally Rich Problem Based Learning for K-5 Students

为 K-5 学生提供文化响应和计算丰富的基于问题的学习

• 批准号: 2122791
• 负责人: Morgan Vigil-Hayes
• 金额: $ 27.59万
• 依托单位: Northern Arizona 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=2122791&HistoricalAwards=false
• 关键词: Towards; Culturally; Responsive; Computationally; Rich

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). This project is supported through the CS for All: Research and RPPs program.Native Americans are significantly underrepresented in computer science careers. However, studies show that early exposure to computer science allows underrepresented students to develop foundational computer science skills and consider future learning in computer science. This project is focused on developing culturally relevant pedagogy and problem-based learning for Native American students in computer science. The project would create an innovative activity focused on equity in Internet access and how the Internet works so students can learn about computer science in a meaningful context. The project will use a citizen science approach to engaging students in tasks that are important to their local communities. The proposed work is a small, researcher-practitioner partnership at the middle school level between a university and a local school district. The team members include teachers, computer scientists, and STEM education experts. The primary goal is to begin to develop methods for designing problem-based tasks that are culturally meaningful for upper elementary students. The project will develop and pilot a curriculum to help fifth grade students contribute to Internet availability maps by engaging with computer science and computational thinking concepts such as computer networking, data representation, data collection and analysis, and algorithmic thinking. The research-practitioner partnership will use a design-based implementation research model to study the design and implementation of the culturally meaningful curriculum with a particular focus on Native American students. There are two research questions. (1) How do K-5 schools and teachers identify culturally responsive, computationally rich problems that lend themselves to rigorous problem-based learning in computer science and computational thinking? (2) What curricular and teacher development support is needed to enable K-5 teachers to engage all students (particularly Native American students) in problem-based learning that rigorously integrates computer science and computational thinking? The partnership will collect data about the activity design process, the partnership itself, and students’ learning and experience of computational thinking and computer science.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.

该奖项全部或部分根据2021年美国救援计划法案（公法117-2）资助。这个项目是通过CS为所有支持：研究和RPPs程序。美洲原住民在计算机科学职业中的代表性显着不足。然而，研究表明，早期接触计算机科学可以让代表性不足的学生发展基础计算机科学技能，并考虑未来在计算机科学方面的学习。该项目的重点是为计算机科学领域的美洲土著学生开发与文化相关的教学法和基于问题的学习。该项目将开展一项创新活动，重点关注互联网接入的公平性和互联网的工作原理，使学生能够在有意义的背景下学习计算机科学。该项目将采用公民科学方法，让学生参与对当地社区很重要的任务。拟议的工作是一个小型的，研究人员和实践者的伙伴关系，在中学一级之间的大学和当地学区。团队成员包括教师、计算机科学家和STEM教育专家。主要目标是开始开发方法，设计基于问题的任务，是文化上有意义的高年级学生。该项目将开发和试点课程，帮助五年级学生通过参与计算机科学和计算思维概念，如计算机网络，数据表示，数据收集和分析，以及算法思维，为互联网可用性地图做出贡献。研究-实践伙伴关系将采用基于设计的实施研究模式，研究具有文化意义的课程的设计和实施，特别关注美国土著学生。 有两个研究问题。(1)K-5学校和教师如何识别文化上敏感的、计算上丰富的问题，这些问题有助于计算机科学和计算思维中严格的基于问题的学习？(2)需要什么样的课程和教师发展支持，使K-5教师从事所有学生（特别是美国原住民学生）在基于问题的学习，严格整合计算机科学和计算思维？该合作伙伴关系将收集有关活动设计过程、合作伙伴关系本身以及学生在计算思维和计算机科学方面的学习和经验的数据。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。