Collaborative Research: The Development of Computational Literacy through the Integration of Computational Thinking and Early Language and Literacy Development in Urban Preschools

合作研究：通过计算思维与城市幼儿园早期语言和读写能力的整合来发展计算素养

• 批准号: 1814039
• 负责人: Heather Lavigne
• 金额: $ 117.42万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1814039&HistoricalAwards=false
• 关键词: Collaborative; Research; Development; Computational; Literacy

Building on the current and growing interest in supporting young children (especially those from underserved backgrounds) to think computationally, this project will integrate storytelling and computational thinking. Computational thinking in this setting includes knowledge such as finding patterns and understanding logical sequencing that are essential for disciplines such as mathematics and engineering. The project will conduct an exploratory research process starting with understanding what computational thinking learning opportunities already exist for children and how they can be integrated into existing storytelling and literacy activities. Then the project will examine how preschool children apply computational thinking while developing their narrative skills (storytelling and understanding the structure of stories). The project will also investigate how preschool children and their teachers make meaning of experiences that are designed to foster computational thinking while composing narratives. The project will design and adapt a new learning resource called The Story Emporium and consisting of a touch-screen digital platform that children can use to program their own stories, along with accompanying hands-on activities and teacher scaffolds. Then, the project will investigate what evidence of promise exists for the Story Emporium as a resource to support children's use of computational thinking to solve their own challenges and to develop their narrative competence in storytelling. The project is funded by the STEM+Computing program, which seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12).To conduct the research, a team of education researchers, practitioners, and technology experts will collaborate on a co-design process with preschool teachers, children, and field experts. Experts from the fields of early childhood education, literacy, computational thinking education, and the design of learning environments will collaborate on this project. Modeled on Clements' (2007) Curriculum Research Framework, project activities will begin with developing a model of the project's pedagogical foundation, informed by a forum of experts and a review of literature. Then exploratory research will investigate the opportunities to integrate computational thinking and narrative development by observing educators and preschool children during classroom activities for early literacy instruction. The model of the project's pedagogical foundation will be revised based on findings from the exploratory research. Finally, the project will use multiple design cycles to develop computational literacy learning tasks and conduct formative research on children's computational literacy and teachers' instructional practices while iteratively developing and testing a learning intervention (The Story Emporium). The project will also investigate the promise of the intervention in cultivating preschoolers' computational literacy and narrative competence. The research questions examine what aspects of computational thinking are already present in children's practice with narrative development and language followed by understanding the learning process when children engage with a learning intervention designed to integrate computational thinking and narrative literacy. The learning process will be supported by designing tasks and a digital learning platform. Data to be collected include qualitative data to document student learning, such as video observations, transcript analysis, coding of students' work, and storyboarding tasks for children. Students' knowledge will also be measured using a general literacy measure, computational literacy tasks, a narrative comprehension test, and video observations. Data from teachers will also include classroom observations, interviews, and implementation logs when the educators use the learning intervention.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.

基于当前和越来越兴趣支持幼儿（尤其是那些来自服务不足的背景的孩子）以计算思考的基础，该项目将整合讲故事和计算思维。在这种设置中，计算思维包括查找模式和理解逻辑测序的知识，这对于数学和工程等学科至关重要。该项目将进行探索性研究过程，从了解儿童已经存在的计算思维学习机会以及如何将其纳入现有的讲故事和扫盲活动中。然后，该项目将研究学龄前儿童在发展叙事技巧（讲故事和理解故事的结构）的同时如何运用计算思维。该项目还将调查学龄前儿童及其老师如何创造旨在促进计算思维的经验的意义，同时构成叙事。该项目将设计和调整一种名为“故事商场”的新学习资源，并由一个触摸屏数字平台组成，儿童可以用它来编程自己的故事，以及随附的动手活动和教师脚手架。然后，该项目将调查故事商场有哪些诺言证据，以此作为支持儿童使用计算思维来解决自己的挑战并发展其叙事能力的资源。该项目由STEM+计算计划资助，该计划试图通过应用计算思维和计算活动在纪律处分的STEM教学中的幼儿教育（PreK-12）（PreK-12）中的计算思维和计算活动来应对计算STEM领域的新兴挑战。进行研究，研究，教育研究人员，实践研究人员和技术专家团队将与Co Designers Consigners Consigners和Pressers Pressers，Pressers Comperses，Pressers Comperses，Pressers Comperses和Pressers Chorders，Pressers Comperses，Pressers Comperses和Pressers Chorders，并将其合作。来自幼儿教育，识字，计算思维教育和学习环境设计领域的专家将在该项目上进行合作。项目活动以Clements（2007）的课程研究框架为基础，将从专家论坛和文献综述的情况下开发一个项目的教学基础模型开始。然后，探索性研究将调查通过在课堂活动期间观察教育者和学龄前儿童以进行早期扫盲教学，通过观察教育者和学龄前儿童来整合计算思维和叙事发展的机会。该项目的教学基础模型将根据探索性研究的发现进行修订。最后，该项目将使用多个设计循环来开发计算素养学习任务，并在迭代开发和测试学习干预措施（故事emporium）的同时，对儿童的计算素养和教师的教学实践进行形成性研究。该项目还将调查干预培养学龄前儿童的计算素养和叙事能力的承诺。研究问题研究了儿童实践中的计算思维的哪些方面，其叙事发展和语言，然后在儿童参与旨在整合计算思维和叙事素养的学习干预措施时了解学习过程。学习过程将通过设计任务和数字学习平台来支持。要收集的数据包括用于记录学生学习的定性数据，例如视频观察，成绩单分析，学生的工作编码以及针对儿童的故事板任务。学生的知识还将通过一般识字措施，计算素养任务，叙事理解测试和视频观察来衡量。当教育工作者使用学习干预措施时，来自教师的数据还将包括课堂观察，访谈和实施日志。该奖项反映了NSF的法定任务，并且使用基金会的知识分子优点和更广泛的影响审查标准，被认为值得通过评估来获得支持。