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

教师驱动的 3-5 年级综合计算思维的发展、实施和评估

基本信息

批准号：
1923483
负责人：
Lori Pollock
金额：
$ 100万
依托单位：
University of Delaware
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-09-01 至 2025-08-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1923483&HistoricalAwards=false
关键词：
Teacher Driven Development Implementation Assessment

项目摘要

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.

虽然目前正在初中和高中阶段开展一些提高计算机科学（CS）和计算思维（CT）能力的努力，但现在必须在整个教育体系中做出改变，因为学生是在小学高年级进行学习的。与未来参与计算相关的决策。该项目是特拉华大学 (UD) 和特拉华州教育部 (DDOE) 之间的合作伙伴关系，旨在培养可持续能力，从小学阶段开始，在 K-12 年级实施新采用的 CS 标准。具体来说，该伙伴关系将重点关注少数族裔学生、女性和经济弱势群体。通过让小学生尽早接触计算机科学，该项目旨在增加初中和高中选择计算机科学课程或计算机科学相关途径的学生数量和多样性。该合作伙伴关系有四个关键目标：(a) 调整已经很有前景的专业发展 (PD) 计划，帮助 3-5 年级教师建立 CT 内容和教学法知识； (b) 通过关注文化敏感的内容和教学法以及计算机对当地社区的影响来解决公平问题； (c) 建设教师开发和试点测试跨学科 CT 综合读写和数学模块以及 3-5 年级相关课堂评估的能力； (d) 建立一个可公开访问的文化响应型 CT 集成模块和相关资源存储库，以促进在不同背景下的适度扩展。通过基于研究的实践，有目的地将 CT 融入识字和数学，将使小学生走上一条为他们在初中、高中及以后使用 CT 做好准备的轨道。通过这些努力，该项目预计将覆盖 60 名教师，进而覆盖约 1,500 名学生。课程开发流程、PD、材料和评估工具将通过峰会、研讨会、出版物、演示文稿和基于网络的可搜索存储库进行传播。该项目由全民计算机科学计划和刺激竞争研究既定计划 (EPSCoR) 联合资助。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。研究人员和从业者将共同合作设计、试点和研究 PD 和教学方法，重点关注 3-5 年级 CS 标准的实施。进一步的研究人员将研究 (a) 调整后的专业发展计划对教师学习的影响； (b) 在不同的背景下，针对不同的学习者，特别是那些传统上在计算机领域代表性不足的学习者，实施综合计算机技术； (b) 综合CT对学生CT学习、态度和CT兴趣的影响； (c) 不同背景下的综合 CT 相关的机遇和挑战。数据将通过多个来源收集，并以阐明不同学生群体之间的相似性和差异的方式进行分析，以确保全民计算机科学的承诺。该奖项反映了 NSF 的法定使命，并通过评估被认为值得支持基金会的智力价值和更广泛的影响审查标准。

项目成果

期刊论文数量（4）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

From superficial to foundational: Integrating cultural relevance into computer science curriculum (poster abstract)

从表面到基础：将文化相关性融入计算机科学课程（海报摘要）

DOI：
发表时间：
2023
期刊：
NARST
影响因子：
0
作者：
Nolte, A.;Codding, D.;Rolón-Dow, R.;Mouza, C.;Pollock, L.
通讯作者：
Pollock, L.

Integrating Computational Thinking Within and Across Disciplines in the Context of Teacher Professional Development

在教师专业发展的背景下整合学科内部和跨学科的计算思维

DOI：
发表时间：
2023
期刊：
Proceedings of Society for Information Technology & Teacher Education International Conference
影响因子：
0
作者：
Nolte, A.;Mead, H.;Mouza, C.;Rolon-Dow, R;Pollock, L.
通讯作者：
Pollock, L.

Examining the Design and Outcomes of an After-School Physical Computing Program in Middle-School

检查中学课后物理计算项目的设计和成果