Computational Thinking Counts in Elementary Grades: Powerful STEM Teaching and Learning for the 21st Century

计算思维（CT）通常被认为是一种分析实践，涉及解决问题，（重新）制定问题，并以人类或机器可以执行的方式表达解决方案。在小学期间，参与CT的机会通常出现在课后俱乐部或其他非正式的学习环境中。为了扩大这些机会的覆盖面，该项目将开发并实施一种专业学习方法，向三所低收入学校的3-5年级教师介绍CT，帮助他们理解所教的数学和科学，并支持将CT融入他们的数学和科学教学。本项目由STEM+ Computing （STEM+C）项目资助，该项目支持研究和开发，以了解STEM学习中计算和计算思维的整合。由于计算已经成为科学、技术、工程和数学（STEM）实践中不可或缺的一部分，STEM+计算计划旨在通过将计算思维和计算活动应用于高中（preK-12）早期儿童教育的STEM教学和学习，来解决计算STEM领域的新挑战。基于温格的实践社区和基于设计的教学研究，教师的学习机会包括：三个，为期一周的暑期讲习班；每月视频俱乐部，重点关注教师注意（每学年18小时）；课堂上的支持;年度小型会议；还有学校、家庭和社区工作坊。在这些活动中，该项目将侧重于两种教学方法：设计思维和基于项目的学习，并将使教育工作者参与课程设计过程。收集的数据包括教师学习活动的视频、教师访谈、自我报告调查、工件以及对教师数学、科学和计算机科学知识的评估。项目成果包括教师开发的基于项目或设计思维的课程；对小学教师专业学习促进CT的纵向理解，可扩展的专业学习模型，以及一组视频教学案例，为教师提供如何以识别各种学生思维策略的方式实施CT课程的模型。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。

Computational thinking (CT) is often referred to as an analytical practice that involves engaging in problem solving, (re)formulating problems and expressing solutions in ways that can be carried out by a human or a machine. Opportunities to engage in CT during the elementary school years often occur in after school clubs or other informal learning settings. To increase the reach of these opportunities, this project will develop and implement a professional learning approach that introduces grades 3-5 teachers in three low-income schools to CT, supports their understanding of the math and science they teach, and supports the integration of CT into their math and science instruction. This project is funded by the STEM + Computing (STEM+C) program that supports research and development to understand the integration of computing and computational thinking in STEM learning. As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM+Computing program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within STEM teaching and learning in early childhood education through high school (preK-12).Grounded in Wenger's community of practice and design-based instructional research, learning opportunities for teachers include: three, one-week summer workshops; monthly video clubs focused on teacher noticing (18 hours per academic year); in-class support; an annual mini-conference; and school, family, and community workshops. Across these activities, the project will focus on two pedagogical approaches: design thinking and project-based learning, and will involve educators in the curriculum design process. Data to be collected include video of teacher learning activities, teacher interviews, self-report surveys, artifacts and assessments of teacher knowledge of math, science and CT. Outcomes of the project include teacher-developed project-based or design thinking lessons; a longitudinal understanding of teacher professional learning for promoting CT in the elementary grades, a scalable professional learning model, and a set of video teaching cases that offer teachers models of how to implement CT lessons in ways that recognize a variety of student thinking strategies.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.