Leveraging Computational Thinking to Increase Computer Science within Elementary Classrooms

虽然开设计算机科学课程的高中在全国范围内越来越普遍，尤其是在南达科他州，但许多学校都在为课程招生而苦苦挣扎。选择入学的女学生数量少得不成比例，而且女学生和美国印第安人学生在进入高中时对计算机科学（CS）的态度都不如男性和非美国印第安人学生积极。因此，有必要更早地开始CS教学，让学生在进入更高的年级时积累经验。在小学阶段接触计算思维（CT）和计算机科学将为学生在初中和高中学习更复杂的CT/CS做准备和激励。虽然过去在这一领域进行了一些研究，但在资源匮乏和获得培训的机会有限的农村地区，需要为小学教师制定有效实施CT/CS过程。该项目是布莱克山州立大学、教育技术与创新、桑福德大学研究机构和南达科他州17所学校之间的研究实践合作伙伴关系。该项目支持四年级和五年级的教师为所有学生提供引人入胜的CS/CT体验，并在他们的数学和科学教学的背景下进行。该项目在小学数学和科学中引入了计算思维，研究人员已经确定了在数学和科学中利用CT作为增加小学学生接触计算机科学的战略方法。通过研究者-实践者伙伴关系的结构，本项目将解决两个基本问题：1)什么策略最有效地将计算思维和计算机科学整合到小学教师的实践中；2)小学生在多大程度上受益于CT和CS ？该项目将通过与所在地区农村和其他高需求学校的教师密切合作，包括调查员最近与高中和高中教师合作的众多合作地区，寻求回答这些问题以及通过RPP出现的其他问题。调查人员将使用来自调查、访谈、课堂观察和前后测试的数据。这项研究将特别关注不同种族和性别的学生经历和结果的差异。该研究还将对项目的组成部分进行测试，测试对象是即将进入教师准备阶段最后一年的职前教师。该项目将记录并在其网站上提供：策划、开发和测试的课程组成部分；将计算机科学融入小学现有课程的模式；专业发展资源；以及为研究人员、从业人员和决策者撰写的论文。该项目由CS for All: Research and RPPs项目资助。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

While the prevalence of high schools offering computer science is growing nationally and specifically in South Dakota, many schools are struggling with course enrollment. Disproportionally low numbers of female students are choosing to enroll, and both female students and American Indian students are arriving at high school with less positive attitudes towards computer science (CS) than their male and non-American Indian peers. Therefore there is a need to begin CS instruction earlier, to allow students to build on their experiences as they progress to higher grade levels. Exposure to computational thinking (CT) and computer science at elementary grades will prepare and inspire students to engage with more sophisticated CT/CS in middle and high school. While there has been some research in this area in the past, there exists a need for the development of effective implementation of CT/CS processes for elementary teachers in a rural context where resources are sparse and access to training is limited. This project is a Research Practice Partnership between Black Hills State University, Technology and Innovation in Education, Sanford University Research Facility, and 17 schools across South Dakota. The project supports 4th and 5th grade teachers in providing engaging CS/CT experiences for all students and does so within the context of their math and science instruction. The project introduces computational thinking within elementary math and science, where the investigators have identified the leveraging of CT within math and science as a strategic way of increasing student exposure to computer science in elementary grades. Through the structure of a researcher-practitioner partnership, this project will address two fundamental questions: 1) What strategies are most effective in integrating computational thinking and computer science into elementary teachers' practice; and 2) To what degree are students benefitting from exposure to CT and CS in the elementary grades? The project will seek to answer these questions - and others that emerge through the RPP - by working in close collaboration with teachers in rural and otherwise high-need schools across their region, including numerous partner districts from the investigators’ recent project with high schools and high school teachers. The investigators will use data from surveys, interviews, classroom observations, and pre- and post- tests. The research will pay special attention to differences in student experiences and outcomes across race and gender. The research will also test project components with an audience of pre-service teachers in their final year of teacher preparation. The project will document and make available on its website: curated, developed and tested curriculum components; a model for integrating CS into existing curriculum at the elementary level; professional development resources; and papers written for researchers, practitioners and policy-makers. This project is funded by the CS for All: Research and RPPs program.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.