Supporting teacher understanding of emergent computational thinking in early elementary students

支持教师理解早期小学生的新兴计算思维

• 批准号: 2101547
• 负责人: Katherine McMillan
• 金额: $ 160.32万
• 依托单位: New York Hall of Science
• 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: 2021-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2101547&HistoricalAwards=false
• 关键词: Supporting; teacher; understanding; emergent; computational

There is an increasing focus and interest in teaching computer science and computational thinking in early elementary school. The project will engage researchers, professional development providers and early elementary teachers (K-2) in a collaborative research and development process to design a scalable professional development experience for grade K-2 teachers. The project will field test and conduct research on the artifacts, facilitation strategies and modes of interaction that effectively prepare K-2 teachers to learn about their students’ emergent use of computational thinking strategies. The teachers will collaborate using an online platform for sharing resources, and the project will also study how the online platform can help to reach and support more teachers. The teachers’ learning will be supported by instructional coaches who will help the teachers to integrate computer science into their teaching, and to interpret evidence of their students’ understanding of computational thinking.The project explores how to help teachers identify and support about early elementary children’s emergent computational thinking. The professional learning model for teachers includes a community of practice supported by an online platform and a coach with expertise in computational thinking. The work leverages models for professional development in early grades mathematics. The project focuses on creating systems and conditions for scalable professional learning including coherence, coaching, teacher networks, and engagement with school and district leadership. The research questions are: (1) What kind of professional development and guidance do teachers need to identify and support emergent computational thinking development in young students’ language and work process? (2) What kind of professional development and guidance do teachers need to identify emergent computational thinking development in young students’ work products? (3) How can a scalable professional learning system help teachers understand the development of emergent computational thinking in K-2 students? The teachers will develop lessons, use them with students, and reflect about their work with the coach and the other teachers in their community of practice. The data collection and analysis include interviews, surveys, observations, and documentation from the online platform to understand teachers’ professional learning and development. This project is funded by the CS for All: Research and RPPs program. This program aims to provide all U.S. students with meaningful opportunities to participate in computer science education in their schools at the Prek-12 levels. Computer science, in this program, includes use of computational tools, but also the broad range of understandings, competencies, and skills needed to apply computation in our digital world. These are often referred to as computational literacy.The Discovery Research preK-12 program (DRK-12), which has co-funded this project, seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

人们越来越关注和兴趣在小学早期教授计算机科学和计算思维，该项目将让研究人员、专业发展提供者和早期小学教师 (K-2) 参与协作研究和开发过程，以设计可扩展的专业发展。该项目将对工件、促进策略和互动模式进行现场测试和研究，以有效帮助 K-2 教师了解学生对计算思维策略的紧急使用。使用在线平台共享资源和项目还将研究在线平台如何帮助接触和支持更多教师的学习将得到教学整合教练的支持，他们将帮助教师将计算机科学融入到教学中，并解释学生对计算理解的证据。该项目探讨了如何帮助教师识别和支持早期小学生的新兴计算思维。教师的专业学习模型包括由在线平台和具有计算思维专业知识的教练支持的实践社区。该项目的重点是创造早期数学的专业发展。可扩展的专业学习的系统和条件，包括一致性、辅导、教师网络以及与学校和学区领导的互动。研究问题是：（1）教师需要什么样的专业发展和指导来识别和支持新兴的计算思维发展。青年学生的语言和工作过程？（2）教师需要什么样的专业发展和指导来识别青年学生工作产品中的新兴计算思维发展？（3）可扩展的专业学习系统如何帮助教师了解青年学生的发展？ K-2 学生的新兴计算思维？教师将开发课程，与学生一起使用，并与教练和实践社区中的其他教师一起反思他们的工作。数据收集和分析包括访谈、调查、观察和来自在线平台的文档，以了解教师。该项目由面向所有人的计算机科学：研究和 RPP 计划资助，旨在为所有美国学生提供在 Prek-12 级别的学校中参与计算机科学教育的有意义的机会。 ，在此程序中，包括计算工具的使用，还包括在数字世界中应用计算所需的广泛理解、能力和技能，这些通常被称为计算素养。Discovery Research preK-12 计划 (DRK-12) 共同资助了该项目。旨在通过 DRK-12 计划中基于基础的创新资源、模型和工具的研究和开发，显着增强 preK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学。研究于STEM 教育和先前的研究和开发工作，为拟议项目提供理论和实证依据。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。