Culturally Relevant Robotics: A Family and Teacher Partnership for Computational Thinking in Early Childhood

文化相关的机器人：幼儿计算思维的家庭和教师合作

基本信息

批准号：
2031394
负责人：
Frances Harper
金额：
$ 100万
依托单位：
University of Tennessee Knoxville
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-01-01 至 2024-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2031394&HistoricalAwards=false
关键词：
Culturally Relevant Robotics Family Teacher

项目摘要

Early and culturally relevant coding experiences nurture the computational thinking necessary for continued learning and interest in computer science. Developing interest in and support for computer science is important for participation in computer science degrees at the post-secondary level. This project has the potential to improve the teaching of computer science in early childhood by making explicit what needs to be known pedagogically about engaging Black and Latinx children in computational thinking. This study could shift the field to consider the unique needs of Black and Latinx children in computer science education from the beginning of formal schooling. The project also has the potential to prompt early childhood curricula to be attuned to STEM learners’ identities with respect to race and class. Finally, the project has the potential to improve the social well-being of Black and Latinx learners by equipping their parents and caretakers to support children as they envision themselves in STEM across PreK-16 education. The purpose of this medium research-practice-partnership project in the PreK-8 strand is to generate an actionable theory of change for promoting computational thinking and a sense of belonging in computer science through a culturally relevant robotics program developed in partnership with university teacher educators and researchers, administrators, teachers, coaches, and Black and Latinx children and their families. This research practice partnership will study: (1) the iterative co-development and refinement of a classroom- and home-based culturally relevant robotic program for Black and Latinx preschoolers and (2) how Black and Latinx children develop understanding of computational thinking and a sense of belonging in computer science as they engage in a culturally relevant robotics program. The proposed project leverages and expands upon existing collaborations towards culturally relevant STEM education among University of Tennessee and school partners at two schools – a preschool with 163 children (90% Black) and a primary school (PreK-1) with 221 (63% Black, 24% Latinx) children. This project includes elements of both design-based research, by situating curricular interventions in authentic settings, and community-based participatory research where participants’ voices guide the design and direction of the program. The project spans four phases where community partnerships will be strengthened and extended, curriculum will be co-designed and piloted, program implementation will be adjusted based on ongoing data analysis, and full implementation will lead to theory building and program development for broader impact. In addition to presenting and publishing research findings, the investigators will develop short briefs that can be sent to the local school board, administrators, community leaders, and the state department of education. Their final actionable theory of change and models for a family-teacher partnership for culturally relevant robotics programs will be disseminated broadly on a website in order to provide free and easy access to other teacher educators, teachers, instructional coaches, families, and school and community leaders. 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.

早期和与文化相关的编码经验护士护士持续学习和对计算机科学兴趣所必需的计算思维。发展对计算机科学的兴趣和支持对于参与大专院校的计算机科学学位很重要。该项目有可能通过使您需要在童年时期改善计算机科学的教学，从而使您需要以教学方式了解与黑人和拉丁裔儿童参与计算思维的知识。这项研究可能会改变领域，以考虑从正规教育的开始，考虑黑人和拉丁裔儿童在计算机科学教育中的独特需求。该项目还有可能促使儿童早期课程参加有关种族和阶级的STEM学习者身份。最后，该项目有可能通过使父母和看护人在PreK-16教育中设想自己的STEM，从而改善黑人和拉丁人学习者的社会福祉。 PREK-8链中这个中等研究实践合作项目的目的是通过与大学教师，研究人员，行政人员，教师，教练以及黑人和拉丁裔儿童和家人合作开发的具有文化相关机器人的机器人计划，从而产生一种可行的变革理论，用于促进计算思维和计算机科学中的归属感。这项研究实践伙伴关系将研究：（1）迭代的共同开发和改进，对黑人和拉丁裔学龄前儿童的教室和家庭相关的机器人计划，以及（2）黑人和拉丁裔儿童如何发展计算思维的理解，以及在参与文化机器人方面的计算机科学方面的归属感。拟议的项目利用和扩展了田纳西大学和两所学校的学校合作伙伴的现有合作，以实现文化相关的STEM教育 - 一所学前班，有163名儿童（90％黑人）和一所小学（PreK-1）（PreK-1），有221名（63％黑人，24％的拉丁裔）。该项目包括基于设计的研究的元素，通过在真实的环境中进行现代干预措施以及基于社区的参与研究，参与者的声音指导计划的设计和方向。该项目跨越了四个阶段，将加强和扩展社区伙伴关系，将共同设计和试行课程，根据持续的数据分析进行计划实施，并且全面实施将导致理论建立和计划开发，从而为更广泛的影响。除了介绍和发布研究结果外，研究人员还将制定简短的简介，这些简介可以发送给当地学校董事会，管理人员，社区领导者和州教育部。他们针对与文化相关机器人计划的家庭老师合作伙伴关系的最终行动理论和模型将在网站上广泛传播，以便为其他教师，教师，教学教练，家庭以及学校以及社区领导者提供免费，轻松的访问。该项目由CS资助All：Research and RPPS计划。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。

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）

Co-Constructing and Sharing STEAM Knowledge through a Culturally Relevant Literacy-Based Early Childhood School-University Partnership

通过文化相关的识字为基础的幼儿学校与大学合作，共同构建和分享 STEAM 知识

DOI：
发表时间：
2021
期刊：
Proceedings of the 2nd International Conference of the Journal Scuola Democratica
影响因子：
0
作者：
Caudle, Lori;Harper, Frances K.;Quinn, Margaret;Greene, Darelene
通讯作者：
Greene, Darelene

Embracing Culturally Relevant Computational Thinking in the Preschool Classroom: Leveraging Familiar Contexts for New Learning

在学前班课堂上拥抱文化相关的计算思维：利用熟悉的环境进行新的学习