Investigating Early Elementary Students' Computational Thinking Development in Integrated Mathematics-Coding Instruction

综合数学编码教学中小学生计算思维发展的调查

• 批准号: 2300357
• 负责人: Jessica Shumway
• 金额: $ 155.67万
• 依托单位: Utah State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300357&HistoricalAwards=false
• 关键词: Investigating; Early; Elementary; Students; Computational

Despite growing interest in supporting the integration of computational thinking (CT) in elementary education, there is not an agreed-upon definition of CT that is developmentally appropriate for early childhood, nor is there a clear understanding of how young children’s CT develops and which kinds of instructional approaches and practices truly support the development of CT. Children’s ideas and interpretations of situations are uniquely different from those of adults; therefore, models of early childhood CT should reflect the developmental understanding of their CT. Further, schools often lack the instructional time and resources to teach CT as a separate subject, so CT is often integrated with other disciplines such as mathematics. Early elementary educators need feasible research-based, developmentally appropriate CT curricula. This project will contribute to this critical STEM educational need by working with a design team of 5 elementary teachers to develop a research-based integrated mathematics and CT curriculum. The project will directly impact over 300 first- and second-grade students and 9 teachers from Title I schools in a rural setting with an aim to broaden participation by designing tasks for full participation of underrepresented populations in STEM, specifically girls and multilingual learners. Using a design-based research methodology, a systematic study of children’s developing CT and mathematics knowledge in classroom contexts will be conducted through iterative cycles of curriculum design, enactment, and analysis using the lens of hierarchic interactionalism. Data collection will include video recordings of students’ activity in tasks with coding tools, design memos, interviews, and pre-post assessments of CT, mathematics knowledge, and spatial ability. Qualitative data will be analyzed using retrospective and interaction analysis. Multiple regression analysis of assessment data will be used to explore the relationship between CT, mathematics knowledge, and spatial ability. The research will advance the field by investigating the progressions of CT learning in early elementary grades and will empirically develop, test, and refine these progressions along with the mathematics-integrated CT curricular tasks and assessments. This research will provide early elementary educators and curriculum designers with a framework for understanding children’s development of CT and will inform future CT instruction efforts for standards, curricula, teaching practices, and assessment. This project will also provide valuable information about how to integrate CT into early mathematics education in feasible and accessible ways for classrooms. The key outcomes of the project will be a CT learning trajectory (LT) for grades 1-2 that includes: (1) a cognitive model of CT, (2) an integrated mathematics-coding curriculum aligned with the developmental learning progression of the CT LT, and (3) formative assessments integral to the instructional tasks that provide feedback to teachers on student learning. This project is funded by the Discovery Research preK-12 (DRK-12) program, which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

尽管对支持计算思维（CT）在基础教育中的整合越来越兴趣，但对CT的商定定义并没有得到开发和适合幼儿的定义，也没有清楚地了解幼儿CT的CT发展以及哪种教学方法和哪种教学方法和实践真正支持CT的发展。儿童的思想和对情况的解释与成年人的观念和解释完全不同。因此，幼儿期CT的模型应反映对其CT的发展理解。此外，学校通常缺乏教学时间和资源来教CT作为一个单独的主题，因此CT通常与其他学科（例如数学）融合在一起。早期基础教育需要可行的基于研究的，开发的适当的CT课程。该项目将通过与由5个小学教师组成的设计团队合作开发基于研究的综合数学和CT课程，从而为这一关键的STEM教育需求做出贡献。该项目将直接影响300多名一年级和二年级的学生和9名来自Title I学校的老师，以艰难的环境，旨在通过设计任务来扩大参与，以全面参与STEM，特别是女孩和多语言学习者。使用基于设计的研究方法，将通过使用层次互动主义的镜头进行课程设计，制定和分析的迭代循环来对儿童发展中的CT和数学知识进行系统研究。数据收集将包括通过编码工具，设计备忘录，访谈和CT，数学知识和空间能力的预测评估的学生活动的视频记录。定性数据将使用回顾性和相互作用分析进行分析。评估数据的多元回归分析将用于探索CT，数学知识和空间能力之间的关系。这项研究将通过研究早期基础成绩中CT学习的进步来推进该领域，并将紧急发展，测试和完善这些进展以及数学集成的CT课程任务和评估。这项研究将为早期的基础教育工作者和课程设计师提供一个了解儿童开发CT的框架，并将为未来的CT指导工作提供标准，课程，教学实践和评估的工作。该项目还将提供有关如何以可行且可访问的教室方式将CT集成到早期数学教育中的有价值信息。该项目的主要成果将是1 - 2年级的CT学习轨迹（LT），其中包括：（1）CT的认知模型，（2）（2）综合的数学编码课程与CT LT的发展学习进度一致，以及（3）形成性评估与教学任务相结合，以提供教学任务，以提供教学任务，以提供教学任务，从而为学生提供了回馈学习的教学。该项目由Discovery Research PreK-12（DRK-12）计划资助，该计划旨在通过创新资源，模型和工具的研究和开发，旨在通过Prek-12学生和教师的Prek-12学生和教师来显着增强科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来支持的珍贵支持。