Supporting computational thinking across grade levels and content areas in K-5 education

支持 K-5 教育中跨年级和内容领域的计算思维

• 批准号: 2219317
• 负责人: Maggie Vanderberg
• 金额: $ 99.98万
• 依托单位: Southern Oregon University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2219317&HistoricalAwards=false
• 关键词: Supporting; computational; thinking; across; grade

Computational thinking (CT) refers to a set of thought processes typically employed in computer science to solve large complex problems. Computational thinking itself does not require a computer and can be applied across a broad array of contexts, making it ideal for implementation in elementary classrooms. This CSforAll research practitioner partnership (RPP) examines how 20 K-5 teachers integrate CT into lessons across content areas. Understanding how the application of CT differs across grade levels and content areas makes it possible to identify best practices for preparing elementary teachers to implement CT. Additionally, the RPP investigates how CT can be used as a resource for teachers to teach language across content areas in such a way that both content and language are foregrounded and integrated. This use of CT is novel and enables researchers to explore how CT can be used to teach in multilingual contexts. The project seeks to understand how CT teacher novices can transition into CT leaders that can support new teachers. A major contribution of the project is development of a network of teacher leaders, as well as resources, that can sustain the dissemination of these innovative teaching practices to enhance the learning experience of all students in K-5 classrooms. All lessons and instructional resources are widely available in both English and Spanish to teachers across the nation. The project impacts what multiple audiences know about CT, including pre-service and in-service teachers, district administrators, and researchers. By supporting teachers as they make decisions regarding their own and their students’ roles in learning CT, the RPP advances a conceptualization of teacher learning of CT as a self-sustainable process by combining what teachers know with how they can support disseminating this knowledge to other teachers. This research study is centered around three conjectures: (1) CT concepts become more intertwined as grade-level and complexity of content increase; (2) CT can be used as an instructional practice that facilitates the learning of language; (3) CT novices can become teacher leaders that support new teachers in their districts. The plan to investigate these three conjectures is split across three years. During Year 1 the established RPP is revising the CT professional development series developed through a previous award and is onboarding a new cohort of teachers. During Year 2, the RPP teachers lead the new teachers through the process of integrating CT into existing core-content lessons. In Year 3, a new set of teacher leaders support others as they continue designing, developing, delivering, reflecting on, and revising CT lessons. Lesson plans, feedback, revisions and reflections are analyzed to determine how CT changes across grades and content areas. These artifacts, along with video recordings and observations of lesson delivery, are used to study where CT is evolving as an effective content-neutral instructional practice that supports language development. Through a sequential design quantitative survey, data inform the questions asked in qualitive follow-up reflections, observations and interviews. Using a mixed methods approach, data are analyzed to identify trends in both monolingual and bilingual classrooms to ensure a comprehensive perspective for understanding the learning, use, and incorporation of CT and how these practices can be disseminated widely. 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.

计算思维（CT）是指通常在计算机科学中进行的一组思维过程，以解决大型复杂问题。计算思维本身不需要计算机，并且可以在各种各样的上下文中应用，这是在基本教室中实现的理想选择。该CSFORALL研究从业人员合作伙伴关系（RPP）研究了20个K-5教师如何将CT纳入跨内容领域的课程。了解CT的应用在等级和内容领域之间的不同之处使您可以确定为基本教师实施CT的最佳实践。此外，RPP调查了如何将CT用作教师在内容领域教授语言的资源，以使内容和语言都被预先和整合。 CT的这种使用是新颖的，使研究人员能够探索如何在多语言环境中使用CT。该项目旨在了解CT教师小说如何过渡到可以支持新教师的CT领导者。该项目的主要贡献是建立一个教师领导网络以及资源，可以维持这些创新的教学实践的传播，以增强K-5教室中所有学生的学习经验。所有的课程和教学资源在英语和西班牙语中都广泛用于全国的教师。该项目影响了多个受众对CT的了解，包括服务前和服务教师，地区管理人员和研究人员。通过支持教师对自己和学生在学习CT中的作用做出决定，RPP通过将教师与教师了解的知识与如何支持将这些知识分发给其他老师的概念化为自我维持的过程。这项研究以三个猜想为集中：（1）随着内容的增加和复杂性的增加，CT概念变得更加交织； （2）CT可以用作促进语言学习的教学实践； （3）CT小说可以成为支持其地区新教师的教师领导者。调查这三个概念的计划在三年内分为三年。在第一年期间，既定的RPP正在修改通过先前奖项开发的CT专业发展系列，并正在加入新的教师。在第二年，RPP教师带领新教师将CT整合到现有的核心课程中。在第三年，一组新的教师领导者继续设计，开发，交付，反思和修改CT课程，他们会支持其他人。分析了课程计划，反馈，修订和反思，以确定CT如何在等级和内容领域之间发生变化。这些文物以及视频录制和课程交付的观察被用来研究CT作为一种支持语言发展的有效内容中性的教学实践。通过一项连续设计定量调查，数据在定性后续反思，观察和访谈中提出了问题。使用混合方法方法，分析了数据以确定单语和双语教室的趋势，以确保了解CT的学习，使用和就业以及如何广泛传播这些实践的全面观点。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，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估，被认为是珍贵的支持。