Creating Cognitively-demanding, Conceptually-focused Coding Opportunities in Mathematics and Science

该项目将为三年级、四年级和五年级学生开发将编码融入数学和科学的教学单元。计算机编码是当代学生知识的重要组成部分，从小学开始教授它是很重要的。许多学生在初年级时对数学、科学和计算机感兴趣，但随着年级的提高，他们就失去了兴趣。激发和保持他们兴趣的一种方法是使用教育机器人和编码。然而，在日益拥挤的课程中，几乎没有时间将编程和机器人作为单独的学科来教授。相反，将编程和教育机器人整合到其他学校科目（如数学和科学）中是有用的。该项目建立在数学和科学教育框架的基础上，以检查编码和机器人任务的认知需求水平。任务的编写将特别关注女性和农村学生的需求和兴趣，她们在STEM领域的代表性往往不足。该项目旨在为小学教师提供示范任务，以便他们将教育机器人的计算机编码整合到日常课堂学习活动中。该项目还将创建一个框架，指导指导和专业发展计划，培养教师将计算机编码与其他STEM内容领域相结合的能力。该项目建立在长期的研究-实践合作伙伴关系的基础上，通过使用论证作为一种教学策略，结合对其有效性的研究，开发将编码融入数学和科学教学的教学单元。这些单元将由杰克逊县学校系统的教师和佐治亚大学的研究人员共同设计。本项目解决了以下研究问题：(1)将编码与数学或编码与科学相结合的精心设计的任务有什么特点？(2)经验丰富的教师在设计（和修订）以概念为重点、认知要求高、将编码与数学或编码与科学相结合的任务（COMS任务）时，使用了哪些资源和决策策略？(3)教师实施COMS任务时的教学特点是什么？(4)教师在实施COMS等任务时需要哪些资源和支持？(5)学生从COMS任务中学到了什么？(6)学生，特别是女孩和农村地区的学生，如何回应COMS任务，包括对编码或计算机科学的兴趣，对综合教学的欣赏，以及与STEM学习相关的倾向？数据来源包括书面材料、访谈、课堂录音、前后评估和调查。数据分析将包括定量和定性方法，包括使用新开发的编码任务认知需求框架以及支持论证的修订框架。该项目由CS for All: Research and RPPs项目资助。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。

This project will develop units of instruction for third, fourth, and fifth grade students that integrate coding into mathematics and science. Computer coding is an essential part of knowledge for the current generation of students, and it is important for it to be taught beginning at the elementary school level. Many students who are interested in mathematics, science, and computers in early grades lose interest as they progress through the grades. One way to pique and keep their interest involves using educational robotics and coding. However, in the increasingly packed curriculum, there is little time for coding and robotics to be taught as separate subjects. Instead, it is useful to integrate coding and educational robotics into other school subjects, such as mathematics and science. This project builds on frameworks from mathematics and science education to examine the level of cognitive demand of coding and robotics tasks. Tasks will be written with specific attention to the needs and interests of female and rural students, who are often underrepresented in STEM fields. This project aims to produce exemplary tasks that elementary school teachers can use as they integrate computer coding of educational robots into their regular classroom learning activities. This project will also create a framework that guides mentoring and professional development programs that develop teachers' capacity to integrate computer coding with other STEM content areas.This project builds on a longstanding research-practice partnership to develop units of instruction integrating coding into mathematics and science instruction through use of argumentation as a pedagogical strategy combined with research into their usefulness. The units will be co-designed by teachers from Jackson County School System and researchers from the University of Georgia. This project addresses the following research questions: (1) What are the characteristics of well-designed tasks that integrate coding with mathematics or coding with science?; (2)What resources and decision-making strategies do experienced teachers employ when they design (and revise) conceptually-focused, cognitively-demanding tasks that integrate coding with mathematics or integrate coding with science (COMS tasks)?; (3)What are the characteristics of instruction when teachers implement COMS tasks?; (4) What resources and support do teachers need as they implement tasks such as COMS?; (5) What do students learn from COMS tasks?; and, (6) How do students, especially girls and students from rural areas, respond to COMS tasks with respect to interest in coding or computer science, appreciation of integrated instruction, dispositions related to STEM learning? Data sources include written materials, interviews classroom recordings, pre/post assessments, and surveys. Analyses of data will include quantitative and qualitative approaches including the use of a newly developed framework for cognitive demand of coding tasks along with a revised framework for supporting argumentation. 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.