Researching the Impact of a Planning Tool for Guiding the School-Wide Integration of Computational Thinking Readiness for All at the Elementary School Level

研究规划工具对指导小学阶段所有人计算思维准备的全校整合的影响

• 批准号: 2219314
• 负责人: Heather Sherwood
• 金额: $ 50万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2025-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2219314&HistoricalAwards=false
• 关键词: Researching; Impact; Planning; Tool; Guiding

There are increasing resources for elementary students to learn early concepts for computer science and a need for students to be ready to learn about computer science in later grades. Computational thinking (CT) includes preparation for computer science practices like pattern recognition, abstraction, and testing to solve problems and can be applied to other disciplines. However, elementary schools need support to infuse computational thinking throughout the curriculum and make sure learning experiences for students are coherent, high-quality, and equitable. This project will create tools to support schools and districts in examining their current computational thinking teaching and learning experiences and develop plans for creating new experiences. The research process includes school leaders, teachers, and students to investigate the planning process at different sites and in schools with different levels of experience with computational thinking as part of their curriculum. This project is funded through the CS for All: Research and RPPs program.This Research Strand project will build on prior-work by field testing the CT Integration Framework and self-assessment tool and develop additional resources to support school-wide, coherent integration of computer science with other disciplines in elementary schools. The project will study the planning process and professional development required to support elementary schools in their efforts to integrate CT across subjects and grade levels, making computer science education accessible to all students. The research questions investigate how elementary schools plan for computational thinking integration, as well as teachers and school leaders understanding of computational thinking. The questions also explore students’ access to high-quality computational thinking instruction with attention to groups historically underrepresented in computer science. The project will study the outcomes of the planning process by gathering data about professional development opportunities, student learning, teacher and school leader surveys, and other artifacts of teaching computational thinking. The schools in the project will represent different student populations and different levels of experience implementing computational thinking across multiple grade levels. The long-term goal of this work is to improve the sustainability of computational thinking teaching and to increase student readiness and interest in computational thinking.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.

小学生学习计算机科学早期概念的资源越来越多，学生需要为在以后的年级学习计算机科学做好准备。计算思维(CT)包括为计算机科学实践做准备，如模式识别、抽象和测试以解决问题，并可应用于其他学科。然而，小学需要支持在整个课程中注入计算思维，并确保学生的学习体验是连贯的、高质量的和公平的。该项目将创建工具，以支持学校和学区审查其目前的计算思维教学经验，并制定创造新经验的计划。研究过程包括学校领导、教师和学生在不同地点和具有不同水平的计算思维经验的学校调查规划过程，将其作为课程的一部分。这项计划是透过“普及电脑系统：研究及RPPS”计划资助的。这项研究计划将以先前的工作为基础，实地测试CT综合框架及自我评估工具，并开发额外资源，以支持在全校范围内，将电脑科学与小学其他学科连贯地融合。该项目将研究所需的规划过程和专业发展，以支持小学努力将计算机技术整合到各学科和年级水平，使所有学生都能获得计算机科学教育。研究问题调查小学如何计划计算思维整合，以及教师和学校领导对计算思维的理解。这些问题还探讨了学生获得高质量计算思维指导的途径，并关注在计算机科学中历来代表性不足的群体。该项目将通过收集有关专业发展机会、学生学习、教师和学校领导调查以及其他教学计算思维人工制品的数据，来研究规划过程的结果。该项目中的学校将代表不同的学生群体和不同水平的经验，在多个年级实施计算思维。这项工作的长期目标是提高计算思维教学的可持续性，并提高学生对计算思维的准备和兴趣。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。