Computational Thinking Counts in Elementary Grades: Powerful STEM Teaching and Learning for the 21st Century

计算思维在小学中很重要：21 世纪强大的 STEM 教学

• 批准号: 1934111
• 负责人: Chandra Orrill
• 金额: $ 211.63万
• 依托单位: University of Massachusetts, Dartmouth
• 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: 2019-12-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1934111&HistoricalAwards=false
• 关键词: Computational; Thinking; Counts; Elementary; Grades

Computational thinking (CT) is often referred to as an analytical practice that involves engaging in problem solving, (re)formulating problems and expressing solutions in ways that can be carried out by a human or a machine. Opportunities to engage in CT during the elementary school years often occur in after school clubs or other informal learning settings. To increase the reach of these opportunities, this project will develop and implement a professional learning approach that introduces grades 3-5 teachers in three low-income schools to CT, supports their understanding of the math and science they teach, and supports the integration of CT into their math and science instruction. This project is funded by the STEM + Computing (STEM+C) program that supports research and development to understand the integration of computing and computational thinking in STEM learning. As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM+Computing program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within STEM teaching and learning in early childhood education through high school (preK-12).Grounded in Wenger's community of practice and design-based instructional research, learning opportunities for teachers include: three, one-week summer workshops; monthly video clubs focused on teacher noticing (18 hours per academic year); in-class support; an annual mini-conference; and school, family, and community workshops. Across these activities, the project will focus on two pedagogical approaches: design thinking and project-based learning, and will involve educators in the curriculum design process. Data to be collected include video of teacher learning activities, teacher interviews, self-report surveys, artifacts and assessments of teacher knowledge of math, science and CT. Outcomes of the project include teacher-developed project-based or design thinking lessons; a longitudinal understanding of teacher professional learning for promoting CT in the elementary grades, a scalable professional learning model, and a set of video teaching cases that offer teachers models of how to implement CT lessons in ways that recognize a variety of student thinking strategies.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.

计算思维（CT）通常被称为一种分析实践，涉及解决问题，（重新）以人或机器可以执行的方式表达解决方案。在小学时期，在学校俱乐部或其他非正式学习环境中经常发生参与CT的机会。为了提高这些机会的覆盖范围，该项目将开发和实施一种专业的学习方法，该方法在三所低收入学校中介绍了3 - 5年级的教师来CT，支持他们对他们所教的数学和科学的理解，并支持CT将CT整合到其数学和科学教学中。该项目由STEM +计算（STEM + C）计划资助，该计划支持研发，以了解STEM学习中计算和计算思维的整合。随着计算已经成为科学，技术，工程和数学（STEM）实践不可或缺的一部分，STEM+计算计划旨在通过应用计算思维和计算活动的应用在高中生的早期儿童教育中的STEM教学和学习中的计算思维和计算活动来解决计算STEM领域的新兴挑战。每月的视频俱乐部的重点是老师注意到（每学年18小时）；课堂支持；年度小会议；以及学校，家庭和社区讲习班。在这些活动中，该项目将重点介绍两种教学方法：设计思维和基于项目的学习，并将教育工作者参与课程设计过程。要收集的数据包括教师学习活动的视频，教师访谈，自我报告调查，工件和对数学，科学和CT知识知识的评估。 该项目的成果包括基于项目或设计思维课程的教师；对教师专业学习的纵向理解，用于促进基础等级，可扩展的专业学习模型以及一系列视频教学案例，这些案例为教师提供了如何以如何以各种学生思考策略来实施CT课程的模型。该奖项反映了NSF的法规任务，反映了通过基金会的知识优点和广泛的评论，并被视为通过评估来进行评估。

项目成果

Exploring Elementary Teachers' Eagerness and Reluctance to Integrating Computational Thinking

探究小学教师整合计算思维的渴望与不愿意

• 发表时间: 2023
• 期刊: 2023 AERA Annual Meeting
• 作者: Kayumova, S.;Asif, A. D.;Richard, E.;Orrill, C. H.;Liu, Z.;Gearty, Z.;Thapa, R.;Tasnim, N.;& Balasubramanian, R.
• 通讯作者: & Balasubramanian, R.