Teacher-Driven Development, Implementation, and Assessment of Integrated Computational Thinking in Grades 3-5

虽然初中和高中目前正在努力提高学生获得计算机科学(CS)和计算思维(CT)能力的机会，但现在必须在整个教育系统中做出改变，因为学生是在高年级做出与未来参与计算有关的决定的。该项目是特拉华大学(UD)和特拉华州教育局(DDOE)之间的伙伴关系，旨在建设可持续的能力，以便从小学开始在K-12年级实施新通过的CS标准。具体地说，这一伙伴关系将侧重于种族分化的学生、女性和经济困难背景的学生。通过为小学生提供早期接触CS的机会，该项目旨在增加在初中和高中期间选择CS课程或CS相关途径的学生的数量和多样性。这一伙伴关系有四个主要目标：(A)调整一个已经很有希望的专业发展(PD)计划，以帮助3-5年级的教师建立CT内容和教学知识；(B)通过重点关注反映文化的内容和教学以及计算机对当地社区的影响，解决公平问题；(C)培养教师的能力，以开发和试点测试跨学科CT综合扫盲和数学模块以及相关的3-5年级课堂评估；以及(D)建立一个公众可访问的库，存储与文化响应有关的CT综合模块和相关资源，以促进在不同背景下适度扩大规模。利用基于研究的实践，有目的地将CT整合到识字和数学中，将使小学生走上准备在初中、高中和以后使用CT的轨道。通过这些努力，该项目预计将接触到60名教师，而这些教师又将接触到大约1,500名学生。将通过首脑会议、讲习班、出版物、演示文稿和基于网络的可搜索储存库来传播课程编制过程、PD、材料和评估工具。该项目由全民计算机科学计划和已建立的激励竞争研究计划(EPSCoR)共同资助。该项目将在网络改进社区(NIC)的背景下进行，并将以基于设计的实施研究为基础。研究人员和实践者将共同努力，共同设计、试验和研究PD和教学方法，重点是在3-5年级实施CS标准。研究人员将进一步研究：(A)调整后的PD计划对教师学习的影响；(B)在不同环境中和与不同学习者，特别是那些传统上在计算中代表不足的学习者实施整合CT；(B)整合CT对学生CT学习、态度和兴趣的影响；以及(C)不同背景下整合CT带来的机遇和挑战。数据将通过多个来源收集，并将以阐明不同学生群体之间的相似和差异的方式进行分析，以确保CS对所有人的承诺。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。

While several efforts to improve access to computer science (CS) and computational thinking (CT) competencies are currently underway at the middle and high school level, changes must now be made across the entire education system since it is during upper elementary grades that students make decisions related to future engagement with computing. This project is a partnership between the University of Delaware (UD) and the Delaware Department of Education (DDOE) to build sustainable capacity towards the implementation of newly adopted CS standards in grades K-12, starting at the elementary level. Specifically, the partnership will focus on racially minoritized students, females, and those from economically disadvantaged backgrounds. By providing elementary school students with exposure to CS early on, the project seeks to increase the number and diversity of students selecting a CS course or CS-related pathway during middle and high-school. The partnership has four key goals: (a) adapt an already promising professional development (PD) program to help teachers in grades 3-5 build knowledge of CT content and pedagogy; (b) address issues of equity by focusing on culturally-responsive content and pedagogy as well as impacts of computing on local communities; (c) build capacity in teachers for the development and pilot testing of interdisciplinary CT-integrated literacy and math modules and associated classroom assessments for grades 3-5; and (d) establish a publicly accessible repository of culturally-responsive CT-integrated modules and associated resources to facilitate modest scale up in diverse contexts. The purposeful integration of CT into literacy and math using research-based practices will put elementary students on a trajectory that prepares them to use CT in middle school, high school, and beyond. Through these efforts, the project expects to reach 60 teachers who will, in turn, reach approximately 1,500 students. The curriculum development process, PD, materials, and assessment tools will be disseminated through a summit, workshops, publications, presentations, and a web-based searchable repository. This project is jointly funded by the Computer Science for All program and the Established Program to Stimulate Competitive Research (EPSCoR).The project will be conducted in the context of a networked improvement community (NIC) and will be grounded in design-based implementation research. Researchers and practitioners will work together to collaboratively design, pilot, and study PD and instructional approaches focusing on the implementation of the CS standards in grades 3-5. Further researchers will study (a) the impact of the adapted PD program on teacher learning; (b) the implementation of integrated CT in different contexts and with diverse learners, particularly those traditionally underrepresented in computing; (b) the impact of integrated CT on students' CT learning, attitudes, and interest towards CT; and (c) the opportunities and challenges associated with integrated CT across different contexts. Data will be collected through multiple sources and will be analyzed in ways that illuminate similarities and differences among various groups of students in order to ensure the promise of CS for All.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.