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

计算思维(CT)通常指的是一种分析实践，它涉及到解决问题，(重新)制定问题，并以人或机器可以执行的方式表达解决方案。在小学阶段参与计算机辅助教学的机会通常出现在课后俱乐部或其他非正式学习环境中。为了扩大这些机会的影响，该项目将制定和实施一种专业学习方法，向三所低收入学校的3-5年级教师介绍计算机辅助教学，支持他们对所教授的数学和科学的理解，并支持将计算机辅助教学融入他们的数学和科学教学。该项目由STEM+计算(STEM+C)计划资助，该计划支持研究和开发，以了解STEM学习中计算和计算思维的整合。随着计算已经成为科学、技术、工程和数学(STEM)实践中不可或缺的一部分，STEM+计算计划寻求通过将计算思维和计算活动应用于STEM教与学的应用集成来应对计算STEM领域的新挑战，这些活动包括从高中到幼儿教育(Pre K-12)。在温格以实践和设计为基础的教学研究社区中，教师的学习机会包括：三个为期一周的暑期研讨会；每月专注于教师注意的视频俱乐部(每学年18小时)；课堂支持；年度小型会议；以及学校、家庭和社区研讨会。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，并将让教育工作者参与课程设计过程。将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、人工制品以及对教师的数学、科学和CT知识的评估。该项目的成果包括教师开发的基于项目或设计性思维的课程；对教师专业学习的纵向了解，以在小学年级推广CT，一个可扩展的专业学习模式，以及一套视频教学案例，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。

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.