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

这个项目将为三、四、五年级的学生开发将编码整合到数学和科学中的教学单元。对于当代学生来说，计算机编码是基本知识的一部分，从小学开始教授它是很重要的。许多对数学、科学和计算机感兴趣的学生在早期年级就失去了兴趣，因为他们在年级中取得了进步。激怒并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教授。相反，将编码和教育机器人技术整合到其他学校科目中是有用的，比如数学和科学。这个项目建立在数学和科学教育的框架之上，以检查编码和机器人任务的认知需求水平。在编写任务时，将特别关注女性和农村学生的需求和兴趣，她们在科技、教育、教育和教育领域的代表性往往不足。该项目旨在产生示范任务，供小学教师在将教育机器人的计算机编码整合到他们的常规课堂学习活动中时使用。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-实践伙伴关系的基础上，通过将辩论作为一种教学策略并结合对其有用性的研究，开发将编码纳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的特点是什么？(2)有经验的教师在设计(和修改)将编码与数学相结合或将编码与科学相结合的概念集中、认知要求高的任务(COMS任务)时，会使用哪些资源和决策策略？(3)当教师执行COMS任务时，教学的特点是什么？(4)教师在执行COMS任务时需要什么资源和支持？(5)学生从COMS任务中学到了什么？以及，(6)学生，特别是女孩和来自农村地区的学生，在对编码或计算机科学的兴趣、对综合教学的欣赏、与STEM学习有关的性格等方面，对COMS任务有何反应？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经修订的支持论证框架。这个项目是通过CS for All：Research and RPPS计划资助的。这个奖项反映了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。

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.