Creating Adoptable Computing Education Integrated into Social Studies Classes

创建融入社会研究课程的可采用计算教育

基本信息

批准号：
2030919
负责人：
Mark Guzdial
金额：
$ 50万
依托单位：
Regents of the University of Michigan - Ann Arbor
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2030919&HistoricalAwards=false
关键词：
Creating Adoptable Computing Education Integrated

项目摘要

The project aims to provide more students computing education by integrating programming activities into social studies classes and to use the computing to enhance students’ data literacy. Today, few students see computer science in high schools. Even in states with 40% or more of high schools offering a computer science class, less than 5% of students take that opportunity. Every high school student takes history. This project is developing an on-line education research curriculum for data literacy and data visualization tools and providing on-going support to teachers. This project supports students computationally to build data visualizations in history classes, with programming explicitly. This project also tackles the challenge of supporting social studies teachers to adopt the data literacy curriculum and the integrated computing education activities. Over a three-year period, the project is tracking teachers from a pre-service teacher data literacy course, into their field experience, and on into their in-service placement. Over three years, the project will describe the factors that influence adoption and non-adoption. This project is unique in its focus on developing curriculum and technology purpose-built for social studies with teacher involvement to improve adoption. The potential of the project is both to provide computing education to a larger number and more diverse range of students and to provide data literacy in a history context.The project draws on three theoretical frameworks. The Technology Adoption Model suggests that teachers will adopt technology that has high perceived usefulness and high perceived usability. Design-based research informs what data to collect and how to analyze it when conducting a multi-year iterative study. Participatory design informs how to involve teachers in the design process so that the curriculum and technology meets teachers’ perceptions of usefulness and usability. The project takes an iterative approach to developing an on-line education research curriculum for data literacy and data visualization tools and also in the designed support for teachers. The goal of the support to teachers (pre-service and in-service) is both to develop their knowledge and to inform the design of the curriculum and technology so that it can be adapted to increase adoption. This project is supported by the CS for All 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.

该项目旨在通过将编程活动融入到社会研究课程中，为更多的学生提供计算机教育，并利用计算机来提高学生的数据素养。如今，即使在高中比例达到或超过 40% 的州，也很少有学生接触到计算机科学。在提供计算机科学课程的学校中，只有不到 5% 的学生会利用这个机会。该项目正在开发数据素养和数据可视化工具的在线教育研究课程，并为教师提供持续的支持。该项目支持学生通过计算构建历史数据可视化。该项目还解决了支持社会研究教师采用数据素养课程和综合计算教育活动的挑战，该项目正在跟踪职前教师数据素养的情况。该项目将描述影响采用和不采用的因素。该项目的独特之处在于开发专门的课程和技术。教师参与的社会研究以提高采用率该项目的潜力是。既是为了向更多、更多样化的学生提供计算机教育，也是为了提供历史背景下的数据素养。该项目借鉴了三个理论框架，表明教师将采用具有高感知实用性和高实用性的技术。基于设计的研究告诉我们在进行多年迭代研究时要收集哪些数据以及如何分析数据。参与式设计告诉我们如何让教师参与设计过程，以便课程和技术满足教师的有用性和感知。项目的可用性。采用迭代方法开发数据素养和数据可视化工具的在线教育研究课程，并为教师（职前和在职）提供支持的目标是发展他们的能力。知识并为课程和技术的设计提供信息，以便对其进行调整以提高采用率。该项目得到了 CS for All 计划的支持。该奖项反映了 NSF 的法定使命，并通过使用基金会的评估被认为值得支持。智力价值和更广泛的影响审查标准。