Collaborative Research: Modeling inclusive computational thinking instruction: Video cases for developing teacher knowledge
协作研究:包容性计算思维教学建模:用于发展教师知识的视频案例
基本信息
- 批准号:2318167
- 负责人:
- 金额:$ 130万
- 依托单位:
- 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:2023-09-01 至 2027-08-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
As computational thinking (CT) has become a prevalent strategy to introduce computational tools and practices to learners elementary classrooms, there are calls to support teachers to embed it in their core instruction (i.e., math, science, and language arts). To do this requires high quality professional development that introduces CT to teachers and demonstrates how they can use it to support teaching and learning within their curricular and pedagogical contexts. This project uses an innovative video-based professional learning model to build elementary teachers' capacity for inclusive CT integration. Central to this model of professional development (PD) is a library of vetted cases that combine exemplary videos of CT integrated lessons with guided observations and reflections to prepare elementary teachers to integrate CT within their own instruction. Michigan State University and national non-profit Digital Promise are partnering with urban and rural school districts in both Michigan and Maryland to bring this professional learning to teachers and support them to develop and teach CT-integrated lessons. This project has three main objectives: (1) develop a PD approach using a library of vetted video cases to develop elementary teacher competencies in CT integration; (2) examine the influence of PD with video-cases on elementary teachers' knowledge and practice; and (3) investigate the expansion of CT integration in core subject lessons and its influence on students' computing identity and learning within core subjects. Working in a research practice partnership (RPP), researchers collaborate with educators from across four school districts to co-design both the video case library and professional development. The districts include 86 elementary schools in Michigan and 13 elementary schools in Maryland, with varying demographics. Initially the project enlists between 5 and 10 exemplary teachers for video recording and PD development, and expands to about twice that number in year 2 for a user study. Subsequently, a larger number of teachers across the districts will be involved. The project is framed through Design-Based Implementation Research to guide the research. Using qualitative and quantitative methods, the project examines the influence of this professional development on elementary teachers' understanding of CT, capacity to notice pedagogical practices related to CT integration, including inclusive computing pedagogies, and application of these practices during the subsequent planning and implementation of CT integrated lessons. Finally, the project investigates whether integration of CT positively impacts students' computing identity and learning gains within core subjects. This project is supported by 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.
由于计算思维(CT)已经成为向小学课堂学习者介绍计算工具和实践的一种普遍策略,因此有人呼吁支持教师将其嵌入其核心教学(即数学、科学和语言艺术)。要做到这一点,需要高质量的专业发展,向教师介绍CT,并展示他们如何在课程和教学环境中使用CT来支持教学。本项目采用创新的基于视频的专业学习模式,培养小学教师的包容性CT整合能力。这种专业发展模式(PD)的核心是一个经过审查的案例库,将CT综合课程的示范视频与指导性观察和反思相结合,使小学教师能够将CT整合到自己的教学中。密歇根州立大学和国家非营利组织“数字承诺”正在与密歇根州和马里兰州的城市和农村学区合作,将这种专业学习带给教师,并支持他们开发和教授与ct相结合的课程。该项目有三个主要目标:(1)利用经过审查的视频案例库开发PD方法,以培养小学教师在CT整合方面的能力;(2)通过视频案例考察PD对小学教师知识和实践的影响;(3)研究核心科目课程中CT整合的扩展及其对学生计算身份和核心科目学习的影响。在研究实践伙伴关系(RPP)中,研究人员与来自四个学区的教育工作者合作,共同设计视频案例库和专业发展。这些学区包括密歇根州的86所小学和马里兰州的13所小学,人口结构各不相同。最初,该项目招募了5至10名模范教师进行视频录制和PD开发,并在第二年扩大到大约两倍的人数进行用户研究。随后,将有更多地区的教师参与其中。本课题通过基于设计的实施研究来指导研究。该项目采用定性和定量方法,考察了这一专业发展对小学教师对CT的理解、注意到与CT整合相关的教学实践(包括包容性计算教学法)的能力以及这些实践在随后的CT整合课程规划和实施中的应用的影响。最后,该项目调查了CT整合是否对学生的计算机身份和核心科目的学习成果产生积极影响。该项目由CS for All: Research and RPPs计划支持。该奖项反映了美国国家科学基金会的法定使命,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。
项目成果
期刊论文数量(0)
专著数量(0)
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会议论文数量(0)
专利数量(0)
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Aman Yadav其他文献
Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning, story comprehension and reading engagement
多媒体故事阅读和提问对学龄前儿童词汇学习、故事理解和阅读参与度的影响
- DOI:
- 发表时间:
2017 - 期刊:
- 影响因子:0
- 作者:
Ninger Zhou;Aman Yadav - 通讯作者:
Aman Yadav
Results from a Survey of Faculty Adoption of Process Oriented Guided Inquiry Learning (POGIL) in Computer Science
计算机科学教师采用面向过程的引导式探究学习 (POGIL) 的调查结果
- DOI:
10.1145/2899415.2899471 - 发表时间:
2016 - 期刊:
- 影响因子:0
- 作者:
Helen H. Hu;Clifton Kussmaul;B. Knaeble;Chris Mayfield;Aman Yadav - 通讯作者:
Aman Yadav
Self-evaluation Interventions: Impact on Self-efficacy and Performance in Introductory Programming
自我评价干预:对入门编程中自我效能和表现的影响
- DOI:
10.1145/3447378 - 发表时间:
2021 - 期刊:
- 影响因子:0
- 作者:
A. Lishinski;Aman Yadav - 通讯作者:
Aman Yadav
Computational Thinking as an Emerging Competence Domain
计算思维作为新兴的能力领域
- DOI:
10.1007/978-3-319-41713-4_49 - 发表时间:
2017 - 期刊:
- 影响因子:0.9
- 作者:
Aman Yadav;Jon Good;J. Voogt;P. Fisser - 通讯作者:
P. Fisser
Learning to teach computer science: the need for a methods course
学习教授计算机科学:方法课程的需要
- DOI:
10.1145/2366316.2366327 - 发表时间:
2012 - 期刊:
- 影响因子:0
- 作者:
Aman Yadav;John T. Korb - 通讯作者:
John T. Korb
Aman Yadav的其他文献
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{{ truncateString('Aman Yadav', 18)}}的其他基金
RAPID: Empowering Future Teachers with Generative AI Education: Understanding Applications, Risks, and Limits
RAPID:通过生成式人工智能教育为未来教师提供支持:了解应用、风险和限制
- 批准号:
2333675 - 财政年份:2023
- 资助金额:
$ 130万 - 项目类别:
Standard Grant
Collaborative Research: Moving beyond access, increasing teacher knowledge to teach rigorous equity-focused high school computing
协作研究:超越获取途径,增加教师知识,教授严格的以公平为中心的高中计算
- 批准号:
2122314 - 财政年份:2021
- 资助金额:
$ 130万 - 项目类别:
Standard Grant
EAGER:Collaborative Research:Strategies for developing special education preservice teacher competencies in integrated mathematics+computing
EAGER:合作研究:发展特殊教育职前教师综合数学计算能力的策略
- 批准号:
1936440 - 财政年份:2019
- 资助金额:
$ 130万 - 项目类别:
Standard Grant
Developing a Teacher Micro-credential for Integrating Computational Thinking Across Disciplines
开发跨学科整合计算思维的教师微证书
- 批准号:
1933933 - 财政年份:2019
- 资助金额:
$ 130万 - 项目类别:
Standard Grant
CT4EDU: Broadening Pathways into Computing by Developing Computational Thinking Competencies in Elementary Classrooms
CT4EDU:通过在小学课堂中培养计算思维能力来拓宽计算途径
- 批准号:
1738677 - 财政年份:2017
- 资助金额:
$ 130万 - 项目类别:
Standard Grant
Collaborative Research: Research Initiation: Facilitating Design Thinking through Cases
合作研究:研究启动:通过案例促进设计思维
- 批准号:
1544068 - 财政年份:2015
- 资助金额:
$ 130万 - 项目类别:
Standard Grant
CS 10K: Leading the Way to CS10K: Assessing a Just-in-Time Professional Development Approach for Teacher Knowledge Growth in Computer Science
CS 10K:引领通往 CS10K 的道路:评估教师计算机科学知识增长的即时专业发展方法
- 批准号:
1502462 - 财政年份:2014
- 资助金额:
$ 130万 - 项目类别:
Standard Grant
CS 10K: Leading the Way to CS10K: Assessing a Just-in-Time Professional Development Approach for Teacher Knowledge Growth in Computer Science
CS 10K:引领通往 CS10K 的道路:评估教师计算机科学知识增长的即时专业发展方法
- 批准号:
1339245 - 财政年份:2013
- 资助金额:
$ 130万 - 项目类别:
Standard Grant
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