Maker Partnership: A Research Practice Partnership to Integrate Computer Science and Computational Thinking into Science Instruction

随着计算已成为科学、技术、工程和数学(STEM)实践中不可或缺的一部分，STEM+计算计划寻求通过将计算思维(CT)和计算在学科STEM教与学中的应用集成来应对计算STEM领域中新出现的挑战，并在高中(12年级)的幼儿教育中教与学。这项为期三年的探索项目名为Maker Partnership：将计算机科学和计算思维整合到科学教学中的研究实践伙伴关系，旨在建立有关如何通过Maker教学法和课程帮助教师成功地将计算机科学(CS)和计算思维融入小学科学课堂的知识。创客教学法强调在以学生为中心的探究、创造和创新中学习。它基于工程设计过程的原则和实践，工程设计过程是一个迭代周期，包括定义问题、研究、规划、原型和测试解决方案，并根据需要改进解决方案。该项目将提供关于如何培训和准备小学教师将计算机科学和计算机应用于科学教学的重要经验教训，特别是在为大量黑人和拉丁裔青年提供服务的高贫困学校的背景下。通过研究-实践伙伴关系，纽约市学校研究联盟、可以的学校和MakerState将合作反复设计、实施和测试Maker Partnership课程和专业发展(PD)。本研究将解决以下研究问题：(1)制造商伙伴关系在多大程度上实现了对项目模式的忠诚？实施的促进者和障碍是什么？(2)参与教师在多大程度上将CS和CT整合到他们的校内科学教学中？是什么阻碍和促进了这种整合？(3)参加Maker伙伴关系的教师在CS和CT内容知识、教学知识、教学实践和性格方面的结果是什么？Maker Partnership的课程、专业发展和支持如何改变教师的教学方法？(4)参与课堂的学生，特别是历史上在科学方面代表性不足的学生，结果如何？Maker课程和教学方法如何影响学生对课程内容的参与、兴趣和更深入的学习？(5)教师和学校如何调整该模式以满足他们的特定背景和需求？在将Maker Partner模式扩展到新站点时，应考虑哪些本地背景因素？在实施的第一年，教师将参与PD并支持，然后在课外环境中实施Maker Partnership课程。在整个一年中，研究小组将收集和分析关于PD和实施的数据，以便为改进模式提供信息，特别侧重于将课程和教学方法从课外环境过渡到校内课堂环境。在第二年，该团队将与相同的教师和管理员合作，在他们的科学课堂上实施这一模式。他们将继续收集和使用数据，以迭代和完善课程和PD，并支持和评估教师和学生的成果。在整个研究过程中收集的数据将包括教师调查、学生岗前调查、CS/CT和科学技能和内容掌握评估、CT和科学标准化测试、学校记录数据、访谈和观察。

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 (CT) and computing within disciplinary STEM teaching and learning in early childhood education through high school (preK-12). The three-year exploratory project, Maker Partnership: A Research Practice Partnership to Integrate Computer Science and Computational Thinking into Science Instruction, is designed to build knowledge about how to help teachers successfully integrate computer science (CS) and computational thinking into elementary grade science classes through maker pedagogy and curriculum. Maker pedagogy emphasizes learning through student-centered inquiry, creating, and innovating. It is based on the principles and practices of the engineering design process, which is an iterative cycle that consists of defining a problem, researching, planning, prototyping and testing solutions, and refining the solution as necessary. The project will generate important lessons about how to train and prepare elementary grade teachers to incorporate CS and CT into their science teaching, particularly in the context of high-poverty schools that serve large numbers of Black and Latino youth. Through a research-practice partnership, the Research Alliance for New York City Schools, Schools That Can, and MakerState will collaborate to iteratively design, implement and test the Maker Partnership curriculum and professional development (PD). The research will address the following research questions: (1) To what degree was the Maker Partnership implemented with fidelity to the program model? What were the facilitators and barriers to implementation? (2) To what degree did participating teachers integrate CS and CT into their in-school science instruction? What inhibited and facilitated that integration? (3) What were the outcomes for teachers participating in the Maker Partnership, in terms of their CS and CT content knowledge, pedagogical knowledge, instructional practice, and dispositions? How did the Maker Partnership curriculum, professional development, and support change teachers' approach to instruction? (4) What were the outcomes for students in participating classrooms, particularly students historically underrepresented in science? How did the maker curriculum and pedagogy influence student engagement, interest and deeper learning of the content? (5) How was the model adapted by teachers and schools to meet their specific context and needs? What are the local context factors that should be considered when expanding the Maker Partnership model to new sites? In the first year of implementation, teachers will participate in a PD and support and then implement the Maker Partnership curriculum in an afterschool setting. Throughout the year, the research team will collect and analyze data on the PD and implementation to inform improvements to the model, with a particular focus on transitioning the curriculum and pedagogical approach from the afterschool setting to the in-school classroom setting. In the second year, the team will work with the same teachers and administrators to implement the model in their science classrooms. They will continue to collect and use data to iterate and refine the curriculum and PD and support and assess outcomes for teachers and students. Data collected throughout the study will include teacher surveys, student pre-post surveys, CS/CT and science skill and content mastery assessments, CT and science standardized tests, school record data, interviews, and observations.