Collaborative Research: Empowering Educators to Create Customized, Culturally-Responsive Instructional Materials from Scratch Encore Harmonized with the Interest of Students

协作研究：使教育工作者能够从头开始创建定制的、文化响应式的教学材料，并与学生的兴趣相协调

• 批准号: 2201313
• 负责人: Diana Franklin
• 金额: $ 66.24万
• 依托单位: University of Chicago
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201313&HistoricalAwards=false
• 关键词: Collaborative; Research; Empowering; Educators; Create

Research shows that instruction is more effective when content is situated in contexts familiar to learners. This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together - or harmonizing - existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized activities that resonate with their students while retaining the structure and content of the original Scratch Encore lesson. To understand the impact of teaching and learning with such harmonized materials, the project is conducting a classroom study with partnering schools. This project is broadening participation in computing both by working directly with teachers from schools with high numbers of students from populations historically underrepresented in computing and by providing teachers with tools to more effectively teach diverse populations. In doing so, this work advances our understanding of the kinds of tools and training that are needed to support teachers in designing personalized computer science instructional materials.This project is conducting foundational research that pursues two goals: (1) understanding how to support teachers in creating localized, culturally responsive computer science instructional materials and (2) understanding the effects of those materials on students. To inform the design of the professional development materials and customized curriculum development materials, participatory design sessions are managed by experienced teachers and the materials are being iteratively revised as part of a multi-year study. To understand the impact of the use of localized, culturally responsive materials in the classroom, a mixed-methods study collects data from classrooms where teacher-created culturally responsive lessons are taught. This work is focused on two geographically distinct regions. Subsequently, the study enrolls a national cohort of teachers to participate in the professional development sessions to understand how culturally responsive designs differ across more regions. Finally, wide dissemination is supported through a platform for teachers to share and use the customized, culturally responsive Scratch Encore materials that are developed. The Discovery Research preK-12 program (DRK-12) 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.

研究表明，当内容位于学习者熟悉的上下文中时，教学更有效。该项目以成功的介绍性计算机科学课程为基础，称为Scratch Encore，以探索支持教师将现有的Scratch Encore Concore教学材料汇集起来的方法，并带有反映学生，学校和社区的兴趣，文化和经验的主题。在设计这些统一的课程时，教师创建了定制的活动，可以在学生保留原始Scratch Encore课程的结构和内容的同时引起共鸣。为了了解使用这种协调材料的教学的影响，该项目正在与合作学校进行课堂学习。该项目正在通过直接与来自数量众多人口的学生的教师直接合作，从而扩大了计算的参与，并通过历史上人口不足，并为教师提供工具以更有效地教授多样化的人群。在这样做的过程中，这项工作促进了我们对支持教师设计个性化计算机科学教学材料所需的各种工具和培训的理解。该项目正在进行基础研究，以实现两个目标：（1）了解如何支持教师创建本地化，文化响应的计算机科学教学材料，并了解这些材料对学生的影响。为了告知专业开发材料和定制课程开发材料的设计，参与式设计会议由经验丰富的教师管理，并且正在迭代地修改这些材料作为多年研究的一部分。为了了解在课堂上使用本地化，具有文化响应材料的影响，混合方法研究从教师创建的文化响应式课程的教室中收集了数据。这项工作的重点是两个地理上不同的区域。随后，该研究招募了一群全国教师参加专业发展课程，以了解更多地区的文化响应式设计如何不同。最后，通过一个平台来支持广泛的传播，供教师共享和使用开发的自定义，具有文化响应的刮擦式材料。 Discovery Research Prek-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具来显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的审查标准通过评估来进行评估的。