Using Collective Argumentation to Develop Teaching Practices Integrating Coding Within the Science and Math Curriculum (Grades 3-5)

由于计算已成为科学、技术、工程和数学(STEM)实践中不可或缺的一部分，STEM+计算方案寻求研究和推动计算思维和计算活动在高中(12岁前)幼儿教育中的学科STEM教与学中的应用整合。小学教师对学生追求STEM学习和职业领域的动机有很大影响，越来越多的人要求他们在教学中强调STEM的关键内容，包括计算机科学。然而，这些教师中几乎没有具备实现这些期望的学术背景。这个为期三年的STEM+C项目将开发一种实践，小学教师可以用来将编码教学与已经用于教授数学、科学和其他课程内容的标准实践相结合。该项目还将开发一门示范课程，让教师做好准备，以跨学科、整体的方式教育学生学习数学、科学和编码，并使他们能够在学习编程的同时指导学生进行推理过程。结果将使计算机科学、数学和科学教育领域了解一种基于辩论的方法，该方法整合了STEM的教学，STEM+C计划的核心目标。该项目旨在提高小学课堂对计算机科学编码的关注，并提高小学生对编码和其他STEM重点学习领域的兴趣的可能性。为此，该项目将创造(A)一种学习方法，在这种方法中，编程新手(即小学教师和学生)使用论点来制定编码序列，使用结构化推理而不是试错法，(B)帮助教师建立编程内容知识，并通过论证将他们关于适当数学和科学教学法的知识扩展到编码教学中，以及(C)强调辩论方法作为编码、数学和科学的教和学的综合方法。与这个项目相关的活动将提高教师对辩论的理解，然后调查教师如何在3-5年级实施CALC方法。参与的教师将参加一个研究生水平的课程，教他们如何使用CALC方法进行编码。一旦教师完成课程，他们将在课堂上实施CALC方法，帮助学生学习如何编程。研究小组将指导教师的课程设定，并将评估CALC概念作为一种适合年龄的方法来教授和学习计算机科学内容的有效性。评估数据包括通过视频记录教师的行为，这些视频将在持续的过程中进行分析，对教师的访谈和对学生作业的评估。

As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM + Computing Program seeks to study and advance the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12). Elementary school teachers have a great impact on student motivation to pursue STEM fields of study and careers and are being increasingly asked to emphasize key STEM content, including computer science in their teaching. However, few of these teachers have the academic background to achieve these expectations. This three-year STEM+C project will develop a practice that elementary school teachers can use to integrate the teaching of coding with the standard practices already used to teach mathematics, science and other curriculum content. The project also will develop a model course that prepares teachers to educate students in interdisciplinary, holistic ways to learn mathematics, science, and coding and equips them to guide students through reasoning processes while learning to code. Outcomes will inform the fields of computer science, mathematics, and science education about an argumentation-based approach that integrates the teaching of STEM, a core objective of the STEM+C program. This project aims to increase attention to computer science coding in elementary classrooms and the probability that elementary students develop interests in coding and other STEM-focused areas of study. To do so, the project will create (a) a learning approach in which novice programmers (i.e., elementary teachers and students) use arguments to develop a coding sequence using structured reasoning instead of trial-and-error, (b) help teachers build content knowledge of programming and extend their knowledge of appropriate mathematics and science pedagogy into the teaching of coding through argumentation, and (c) emphasize the argumentation approach as an integrator for the teaching and learning of coding, mathematics, and science. Activities associated with this project will enhance teachers' understanding of argumentation and then investigate how the teachers implement the CALC approach in grades 3 to 5. Participating teachers will enroll in a graduate-level course that teaches them how to use the CALC approach for coding. Once the teachers complete the course, they will implement the CALC approach in their classroom, helping their students to learn how to code. The research team will coach the teachers in their lesson enactments and will assess the effectiveness of the CALC concept as an age-appropriate method to teach and learn computer science content. Assessment data include capturing teacher actions via video recordings that will be analyzed in an ongoing process, interviews of teachers and assessment of student work.