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Engaging Teachers and Neurodiverse Middle School Students in Tangible and Creative Computational Thinking Activities

让教师和神经多样化的中学生参与有形和创造性的计算思维活动

基本信息

批准号：
2122924
负责人：
Xin Wei Sha
金额：
$ 99.87万
依托单位：
Arizona State 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：
2021-08-15 至 2025-07-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122924&HistoricalAwards=false
关键词：
Engaging Teachers Neurodiverse Middle Students

项目摘要

Students with disabilities, particularly those with autism, experience unequal outcomes in STEM education and employment. Despite frequently reported strengths and interests in STEM disciplines, individuals with autism often do not receive the support—those related to communication, transitions, and flexibility—needed to succeed. In working with teachers, parents, and employers, this project will create pathways to position students with autism spectrum disorder for success in school and also the larger community. Researchers from Arizona State University and the Neurodiversity Educational Research Center (NERC) and practitioners at Science Prep Academy (SPA) and Temple Grandin School will collaborate on the development of learning activities and workshops that engage middle-school aged children, community members, and employers in activities that integrate music, technology, and computational thinking. For the employers and community members, participation can lead to increased respect for neurodiverse children and job applicants and changes in STEM field’s hiring practices and workplace accommodations. Teachers engaged in the process of co-designing the learning experience and additional teachers engaged in workshops will be able to learn new approaches for supporting learning. Finally, this project aims to build pathways of support and facilitation for neurodiverse individuals that increase employment potential of students with autism in a more inclusive economy, where neurodiversity is a baseline rather than an exception. The project is based on embodied learning and cooperative learning approaches that inform the team’s development of Telematic Embodied Learning (TEL) activities: activities that engage participants in using movement and their bodies to understand concepts, and can be conducted in hybrid or remote teaching situations when students and teachers are in different locations. The project’s iterative co-design process and practitioner model are designed to provide data on the kinds of support and training teachers would need to equip neurodiverse students with computer science concepts. The project’s researchers will use a convergent mixed methods design to investigate the experiences of approximately 25 middle-school-aged children, 24 teachers, 15 parents, and 10 future employers through a combination of surveys, observations, interviews, and focus groups. The research aims to investigate how Telematic Embodied Learning approaches enriched with computational media foster computational thinking; how teachers who participate in the TEL workshops modify and diversify their teaching practices; how TEL approaches can be adapted in other schools; and how TEL approaches augment the learning of CT in computer science with developing socio-emotional skills impact future employment for neurodiverse children with autism. This project is funded 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.

残疾学生，特别是自闭症学生，在STEM教育和就业方面经历不平等的结果。尽管经常报告的优势和兴趣在干学科，自闭症患者往往没有得到支持-那些相关的沟通，过渡和灵活性-需要成功。通过与教师、家长和雇主合作，该项目将为自闭症谱系障碍学生在学校和更大的社区取得成功创造途径。来自亚利桑那州立大学和神经多样性教育研究中心（NERC）的研究人员以及科学预备学院（SPA）和Temple Grandin学校的从业者将合作开发学习活动和研讨会，让中学生，社区成员和雇主参与整合音乐，技术和计算思维的活动。对于雇主和社区成员来说，参与可以增加对神经多样性儿童和求职者的尊重，并改变STEM领域的招聘做法和工作场所的住宿条件。参与共同设计学习经验的教师和参加讲习班的其他教师将能够学习支持学习的新方法。最后，该项目旨在为神经多样性个体建立支持和促进途径，以增加自闭症学生在更具包容性的经济中的就业潜力，其中神经多样性是基线而不是例外。该项目是基于体现学习和合作学习的方法，通知团队的远程信息处理的远程学习（TEL）活动的发展：活动，参与者使用运动和他们的身体来理解概念，并可以在混合或远程教学的情况下，当学生和教师在不同的位置进行。该项目的迭代协同设计过程和从业者模型旨在提供有关支持和培训教师的数据，这些支持和培训教师需要为神经多样性学生提供计算机科学概念。该项目的研究人员将使用收敛混合方法设计，通过调查，观察，访谈和焦点小组相结合的方式，调查约25名中学生，24名教师，15名家长和10名未来雇主的经验。这项研究的目的是调查如何远程信息处理的学习方法丰富的计算媒体培养计算思维;教师谁参加TEL研讨会修改和多样化他们的教学实践;如何TEL方法可以适应其他学校;以及如何TEL方法增加计算机科学中的CT学习与发展社会情感技能影响未来的就业神经多样性自闭症儿童。该项目通过CS for All：Research and RPPs计划获得资助。该奖项反映了NSF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。