CER: DEPICT: Developing Elementary (Learning) Progressions to Integrate Computational Thinking

加州大学圣巴巴拉分校建议发现低锚点，并为计算思维和相关计算机科学概念开发学习进度。这些学习过程是将计算思维和计算机科学概念整合到K-12的必要步骤。项目人员将制定两套课程，一套针对2-6年级，另一套针对4-6年级。课程和学习进度将迭代地相互通知。此外，该课程将证明学生可以通过加强其他学科和他们自己的文化的方式来发展计算思维技能，并为教师在2-6年级的不同入门点开始教授计算机科学提供一种实用的方法。计算几乎已经渗透到生活的各个角落，并且是推动创新的一个越来越重要的部分，下一代发明家需要了解如何开发和使用软件。以与软件解决方案或计算思维兼容的方式分析和表达问题的能力将在现代社会中变得至关重要。这项工作有可能彻底改变计算机科学在小学的教学方式，它展示了这些计算思维技能是如何在三到六年的时间里发展起来的，同时支持现有课程的教育。此外，由此产生的课程材料将以不同的学生为目标进行开发。首先，项目人员将探索不同背景的学生所拥有的先验知识，为不同的学生提供更容易理解和有意义的日常例子。第二，内容交付将使用最新的研究来教授不同的学生计算机科学概念。

The University of California, Santa Barbara proposes to discover low anchor points and develop learning progressions for computational thinking and related computer science concepts. These learning progressions are a necessary step towards the integration of computational thinking and computer science concepts into K-12. The project staff will develop two curricula - one for grades 2-6 and one for grades 4-6. The curricula and learning progressions will iteratively inform one another. Further, the curricula will be a proof of concept that students can develop computational thinking skills in a way that reinforces other academic subjects and their own culture, and provide a practical way for teachers to begin teaching computer science at different entry points within grades 2-6.Computing has infiltrated almost all corners of life and is an increasingly important part of driving innovation, and the next generation of inventors need to understand how to develop and use software. The ability to analyze and express problems in a way compatible with software solutions, or computational thinking, will become critical in modern society. This work has the potential to revolutionize how computer science is taught in elementary schools by showing how these computational thinking skills can be developed in three or six years while supporting education in the existing curriculum. In addition, the resulting curricular materials will be developed with diverse students as the targets. First, the project staff will explore the prior knowledge that students with different backgrounds have, leading to everyday examples that are more accessible and meaningful to diverse students. Second, the content delivery will use the latest research in teaching diverse students computer science concepts.