A Reciprocal Model for Teaching and Learning Computational Competencies: Connecting Pre-Service Teachers and Urban Latino Youth

计算能力教学的互惠模型：将职前教师与城市拉丁裔青年联系起来

• 批准号: 1433440
• 负责人: Patrick Enderle
• 金额: $ 77.32万
• 依托单位: Georgia State University Research Foundation, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-02-15 至 2020-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1433440&HistoricalAwards=false
• 关键词: Reciprocal; Model; Teaching; Learning; Computational

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, and mathematics (STEM) by engaging students and teachers in authentic computational tasks associated with real-world challenges. The after-school program will engage urban Latino middle school and high school students in activities aimed at developing computational competencies and promoting interests in pursuing computer science related studies and careers. The project will also engage pre-service teachers in a new professional development model that will include a specialized computer science teaching methods course, and will have them teach computational competencies in the after-school program. A new 16-month computer science curriculum will be designed and tested for the College and Beyond after-school program sponsored by the Latin American Association. The curriculum activities will be organized around four themes: Block-Based Programming, Embedded Systems, Game Development, and App(lication) Development. Students will develop skills in planning, designing, programming, running, and debugging algorithms to solve problems and accomplish tasks. The interactive curriculum will incorporate a variety of learning tools that will provide multiple ways for students to learn and demonstrate their computational competencies. As students become more familiar with designing algorithms that are efficient, they will also come to appreciate the importance of logical reasoning, creativity, and working within real-world constraints to their designs. Development of the new curriculum will be guided by input from focus groups that include Latino students, mentors and teachers who work with Latino students, and representatives of industry. In conjunction with the new curriculum, new instruments will be developed and tested to measure shifts in student motivation, attitudes, and competencies in computational thinking, as well as pre-service teacher aptitude, motivation, and aspirations related to teaching computational competencies.This is a design and development research project that will iteratively design, develop and test a new curriculum, a set of assessment instruments, and a computer science education methods course for pre-service teachers. Project participants will include 50 Latino middle school students, 50 Latino high school students, and 16 pre-service STEM (Science, Technology, Engineering, and Mathematics) teachers over a period of 3 years. Development of the new after-school curriculum will be framed by the skills and dispositions associated with computational thinking as defined by the International Society for Technology in Education and the Computer Science Teachers Association. The project team will work in partnership with the Latin American Association and the Technology Association of Georgia Education to ensure that the resulting curriculum is culturally relevant to the target population and responsive to the real-world context of the STEM workforce. The project will consist of three phases: a) resource development; b) resource implementation; and c) pilot testing. Pilot test quantitative data will be analyzed using descriptive statistics and repeated measure Analysis of Variance. It is anticipated that student participants will exhibit improvements in skills, aptitudes, and habits of mind associated with computational and algorithmic thinking, along with increases in motivations and aspirations to pursue studies and careers associated with computing and STEM fields. The project will also produce new and modified research instruments for measuring these outcomes. The outcomes of this project will likely have broad impacts on teaching and learning in formal classrooms and out-of-school learning environments, and on our understanding of how to best tailor learning experiences to the cultural contexts of underserved and underrepresented populations.

该项目将促进针对学生和教师（ITEST）计划的创新技术经验的努力，以更好地理解和促进实践，从而通过使学生和教师参与与现实世界挑战相关的身份计算任务，从而在科学，技术，工程和数学领域（STEM）从事职业。 课后计划将与城市拉丁裔中学和高中学生一起参与旨在发展计算能力并促进与计算机科学相关研究和职业的利益的活动。 该项目还将与新的专业发展模型一起吸引职前教师，该模型将包括专业的计算机科学教学方法课程，并让他们在课后计划中教授计算能力。 将为大学和超越拉丁美洲协会赞助的大学和超越课程计划设计和测试新的16个月计算机科学课程。 课程活动将围绕四个主题进行组织：基于块的编程，嵌入式系统，游戏开发和应用程序（LICATION）开发。 学生将发展计划，设计，编程，运行和调试算法以解决问题并完成任务的技能。交互式课程将结合各种学习工具，这些学习工具将为学生提供多种学习和展示其计算能力的方式。 随着学生对设计高效的算法变得越来越熟悉，他们也将欣赏逻辑推理，创造力和在现实世界中对设计的重要性的重要性。 新课程的开发将以焦点小组的意见为指导，这些焦点小组包括拉丁裔学生，导师和与拉丁裔学生一起工作的教师以及行业代表。 In conjunction with the new curriculum, new instruments will be developed and tested to measure shifts in student motivation, attitudes, and competencies in computational thinking, as well as pre-service teacher aptitude, motivation, and aspirations related to teaching computational competencies.This is a design and development research project that will iteratively design, develop and test a new curriculum, a set of assessment instruments, and a computer science education methods course for职前老师。 项目参与者将包括50名拉丁裔中学学生，50名拉丁裔高中学生和16名职前STEM（科学，技术，工程和数学）教师3年。 新的课后课程的开发将由国际教育技术学会和计算机科学教师协会定义的计算思维相关的技能和倾向构成。 项目团队将与拉丁美洲协会和佐治亚州教育技术协会合作，以确保所得的课程在文化上与目标人群有关，并响应STEM劳动力的现实环境。 该项目将包括三个阶段：a）资源开发； b）资源实施；和C）试点测试。 试验测试定量数据将使用描述性统计数据和反复衡量方差分析进行分析。 预计学生参与者将在技能，能力和与计算和算法思维相关的技能，能力和心理习惯方面表现出改善，以及动机和愿望的提高，以追求与计算和STEM领域相关的研究和职业。 该项目还将生产新的，改进的研究工具，以衡量这些结果。 该项目的结果可能会对正规教室和校外学习环境中的教学和学习产生广泛的影响，以及我们对如何最好地量身定制学习经验的人群的文化背景和代表性不足的人群的理解。