Deepening Computational Thinking for English Learners by Integrating Community-Based Environmental Literacy

通过整合社区环境素养加深英语学习者的计算思维

• 批准号: 2317832
• 负责人: Mark Warschauer
• 金额: $ 200万
• 依托单位: University of California-Irvine
• 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: 2023-10-01 至 2027-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2317832&HistoricalAwards=false
• 关键词: Deepening; Computational; Thinking; English; Learners

This project addresses two issues of critical importance to the nation's future: computational thinking, which is foundational to all areas of STEM, and environmental literacy, a set of knowledge, skills, and practices vital to supporting ecologically sound, economically prosperous, and equitable communities for present and future generations. In doing so, it focuses on reaching Hispanics and English learners, two of the fastest growing segments of the K-12 student population, but ones that are not yet fully represented in STEM. In this research project, UC Irvine and three local education agencies serving 95%+ Hispanic learners formed a Research-Practice-Partnership (RPP) to promote computational thinking among Hispanics and English learners. The partnership will develop and implement a two-year elementary school curriculum that integrates computational thinking with language and literacy instruction and culturally sustaining pedagogy. The curriculum leverages the unique cultural and linguistic assets of Hispanic learners to simultaneously develop computing and language skills. The project will develop, implement, and evaluate a third year of the computational thinking curriculum integrated with environmental literacy. This will allow students to deepen their understanding of local environmental phenomena, come to understand the value of computer science in addressing challenges affecting their local communities, and enhance their language and literacy skills through scientific collaboration and communication.The project will address the following research questions: (1) What are the challenges faced in expanding an equity-oriented RPP to additional school districts and grade levels and to integration of new content, and how are those challenges best addressed; (2) What are the best practices for integrating computer science and community-based environmental literacy among fifth grade students with a high percentage of Hispanic English learners; and (3) How does engagement with the curriculum affect the learning processes and outcomes of the students in environmental literacy knowledge, science knowledge, computational thinking, computer science identity, and academic language proficiency? It will address these questions through design-based implementation research centered on teacher instruction, student learning, and problems of teaching practice as identified by practitioners, students, and researchers. The project team will collect and analyze a wide range of data, including field notes from curriculum design meetings and classroom observations; teacher and student interviews and surveys; and assessments of students' learning outcomes in computer science, environmental literacy, science knowledge, and language and literacy. The project will generate important new knowledge disseminated to educational researchers and practitioners about how computational thinking can best be integrated with other STEM content for diverse learners at the elementary level, especially in the area of environmental literacy. It will also produce and disseminate an open access curriculum, instructional resources for teachers and students, and professional development content that can be used and adapted by other school districts and educators across the country. 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.

该项目解决了对国家未来至关重要的两个问题：计算思维，这是STEM所有领域的基础，以及环境素养，一套知识，技能和实践，对于支持当代和后代的生态健康，经济繁荣和公平的社区至关重要。在这样做的过程中，它专注于接触西班牙裔和英语学习者，这是K-12学生人口中增长最快的两个部分，但在STEM中尚未得到充分代表。在这个研究项目中，加州大学欧文分校和三个当地的教育机构为95%以上的西班牙裔学习者提供服务，形成了一个研究-实践-合作伙伴关系（RPP），以促进西班牙裔和英语学习者的计算思维。该伙伴关系将制定和实施一个为期两年的小学课程，将计算思维与语言和识字教学以及文化上可持续的教学法结合起来。该课程利用西班牙裔学习者独特的文化和语言资产，同时发展计算和语言技能。该项目将开发，实施和评估与环境素养相结合的计算思维课程的第三年。这将使学生加深对当地环境现象的理解，了解计算机科学在应对影响当地社区的挑战方面的价值，并通过科学合作和交流提高他们的语言和识字技能。该项目将解决以下研究问题：（1）将以公平为本的《香港资源规划方案》扩展至更多学校分区和年级，以及纳入新内容，会面对甚么挑战，以及如何最有效地应付这些挑战;（2）在西班牙裔英语学习者比例较高的五年级学生中整合计算机科学和基于社区的环境素养的最佳实践是什么？（3）参与课程如何影响学生在环境素养知识，科学知识，计算思维，计算机科学身份和学术语言能力方面的学习过程和成果？它将通过基于设计的实施研究来解决这些问题，该研究以教师教学、学生学习以及实践者、学生和研究人员发现的教学实践问题为中心。项目团队将收集和分析广泛的数据，包括课程设计会议和课堂观察的现场记录;教师和学生访谈和调查;以及对学生在计算机科学、环境素养、科学知识以及语言和素养方面的学习成果的评估。该项目将产生重要的新知识，传播给教育研究人员和从业人员，了解如何将计算思维与小学阶段不同学习者的其他STEM内容最好地结合起来，特别是在环境扫盲领域。它还将制作和传播开放式课程，教师和学生的教学资源，以及可供全国其他学区和教育工作者使用和改编的专业发展内容。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。