Preparing Elementary Pre-Service Teachers to Integrate Computing across the Curriculum

帮助小学职前教师做好将计算融入整个课程的准备

• 批准号: 2121417
• 负责人: Shenghua Zha
• 金额: $ 30万
• 依托单位: University of South Alabama
• 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: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2121417&HistoricalAwards=false
• 关键词: Preparing; Elementary; Pre; Service; Teachers

This project aims to serve the national interest by developing, implementing, and researching the effectiveness of a program for undergraduate pre-service teachers (PSTs) to integrate computer science learning in elementary education. Many states in the U.S. have required that all public schools offer computer science courses or instruction. However, computer science is currently not offered as an independent course in most U.S. elementary schools. Hence, there is a critical need to integrate computer science into K-6 subject content courses to ensure every student has access to computer science learning. A systematic educational program is necessary for elementary PSTs to learn computer science knowledge and, more importantly, strategies for integrating it into K-6 subjects. However, it is challenging to place such an intensive endeavor into a single course in teacher education programs, so there is a shortage of PSTs who can integrate computer science learning in K-6 subject classes. The Technological Pedagogical Content Computational Thinking (TPC2T) model, a model for the infusion of computational thinking into another subject, will be used. In this Engaged Student Learning Level-1 project, 175 elementary PSTs from 5 cohorts will participate in a series of sessions and student teaching over three semesters to learn and apply computer science across all K-6 subjects. This project will also generate an empirically tested PST educational framework and a computer science integration teaching model for classroom implementation.This project aims 1) to improve PSTs’ interest, self-efficacy, and knowledge of computer science integration in K-6 subjects by the end of their teacher preparation program, and 2) to advance the TPC2T model and make it a comprehensive model for K-6 computer science integrated teaching. To address these goals, the project team will conduct a mixed-method triangulation design research based on Bandura’s self-efficacy theory and Lent, Brown, and Hackett’s social cognitive career theory. The research findings and educational materials will be disseminated via the public project site, conference presentations, peer-reviewed journal publications, in-person and online workshops, and events hosted by NSF-funded centers, such as the STEM Learning and Research Center. This project is expected to benefit society by developing the teacher workforce in computer science K-6 education. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's pre-service teacher preparation goals, which are well-aligned with Noyce Program goals.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.

该项目旨在通过开发、实施和研究本科职前教师在基础教育中计算机科学学习计划的有效性来服务于国家利益。美国许多州都要求所有公立学校提供该计划。计算机科学课程或教学。然而，目前大多数美国小学并未将计算机科学作为独立课程提供，因此迫切需要将计算机科学纳入 K-6 学科内容课程，以确保每个学生都能接触到计算机。科学的学习是一个系统的教育计划。初级 PST 学习计算机科学知识是必要的，更重要的是，将其融入 K-6 科目的策略。然而，将如此密集的努力放在教师教育计划的单一课程中是具有挑战性的，因此存在短缺。能够将计算机科学学习融入 K-6 学科课程的 PST 将在这个参与式学生学习 1 级项目中使用技术教学内容计算思维 (TPC2T) 模型，这是一种将计算思维融入到另一学科的模型。 ,来自 5 个班级的 175 名初级 PST 将参加三个学期的一系列课程和学生教学，以学习和应用所有 K-6 科目的计算机科学。该项目还将生成经过实证检验的 PST 教育框架和计算机科学集成教学模式。该项目的目标是 1) 在教师准备计划结束时提高 PST 的兴趣、自我效能和 K-6 科目中计算机科学集成的知识，以及 2) 推进 TPC2T 模型并制定它是 K-6 计算机科学综合教学的综合模型，为了实现这些目标，项目团队将基于 Bandura 的自我效能理论和 Lent、Brown 和 Hackett 的社会认知职业理论进行混合方法三角测量设计研究。研究结果和教育材料将通过公共项目网站、会议演示、同行评审的期刊出版物、面对面和在线研讨会以及由 NSF 资助的中心（例如 STEM 学习和研究中心）主办的活动来传播。该项目预计将通过培养计算机科学 K-6 教育的教师队伍来造福社会。 NSF IUSE：EHR 计划支持研究和开发项目，通过“参与式学生学习”轨道提高所有学生的 STEM 教育的有效性。计划支持创建、探索和实施有前途的实践和工具，罗伯特·诺伊斯教师奖学金 (Noyce) 计划为 IUSE: EHR 项目提供共同资助，以支持该项目的职前教师准备目标，这些目标非常好。与诺伊斯计划目标。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。