Computational Thinking Counts in Elementary Grades: Powerful STEM Teaching and Learning for the 21st Century

计算思维在小学中很重要：21 世纪强大的 STEM 教学

基本信息

批准号：
2331742
负责人：
Chandra Orrill
金额：
$ 211.63万
依托单位：
RETHINK LEARNING, INC.
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2023
资助国家：
美国
起止时间：
2023-06-01 至 2025-03-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2331742&HistoricalAwards=false
关键词：
Computational Thinking Counts Elementary Grades

项目摘要

Computational thinking (CT) is often referred to as an analytical practice that involves engaging in problem solving, (re)formulating problems and expressing solutions in ways that can be carried out by a human or a machine. Opportunities to engage in CT during the elementary school years often occur in after school clubs or other informal learning settings. To increase the reach of these opportunities, this project will develop and implement a professional learning approach that introduces grades 3-5 teachers in three low-income schools to CT, supports their understanding of the math and science they teach, and supports the integration of CT into their math and science instruction. This project is funded by the STEM + Computing (STEM+C) program that supports research and development to understand the integration of computing and computational thinking in STEM learning. As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM+Computing program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within STEM teaching and learning in early childhood education through high school (preK-12).Grounded in Wenger's community of practice and design-based instructional research, learning opportunities for teachers include: three, one-week summer workshops; monthly video clubs focused on teacher noticing (18 hours per academic year); in-class support; an annual mini-conference; and school, family, and community workshops. Across these activities, the project will focus on two pedagogical approaches: design thinking and project-based learning, and will involve educators in the curriculum design process. Data to be collected include video of teacher learning activities, teacher interviews, self-report surveys, artifacts and assessments of teacher knowledge of math, science and CT. Outcomes of the project include teacher-developed project-based or design thinking lessons; a longitudinal understanding of teacher professional learning for promoting CT in the elementary grades, a scalable professional learning model, and a set of video teaching cases that offer teachers models of how to implement CT lessons in ways that recognize a variety of student thinking strategies.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）通常被称为一种分析实践，涉及解决问题、（重新）表述问题以及以人类或机器可以执行的方式表达解决方案。在小学阶段参与 CT 的机会通常出现在课后俱乐部或其他非正式学习场所。为了扩大这些机会的覆盖面，该项目将开发和实施一种专业学习方法，将三所低收入学校的 3-5 年级教师引入 CT，支持他们对所教授的数学和科学的理解，并支持将CT 融入他们的数学和科学教学中。该项目由 STEM + 计算 (STEM+C) 计划资助，该计划支持研究和开发，以了解计算和计算思维在 STEM 学习中的整合。随着计算已成为科学、技术、工程和数学 (STEM) 实践中不可或缺的一部分，STEM+计算计划旨在通过在 STEM 教学和学习中应用计算思维和计算活动来解决计算 STEM 领域中出现的挑战。幼儿教育直至高中（preK-12）。以 Wenger 的实践社区和基于设计的教学研究为基础，教师的学习机会包括：三个为期一周的夏季研讨会；每月一次的视频俱乐部，重点关注教师注意力（每学年 18 小时）；课堂支持；年度小型会议；以及学校、家庭和社区研讨会。在这些活动中，该项目将重点关注两种教学方法：设计思维和基于项目的学习，并将让教育工作者参与课程设计过程。收集的数据包括教师学习活动的视频、教师访谈、自我报告调查、教师数学、科学和计算机科学知识的工件和评估。项目成果包括教师开发的基于项目或设计思维的课程；对教师专业学习的纵向理解，以促进小学阶段的CT，可扩展的专业学习模型，以及一组视频教学案例，为教师如何以识别各种学生思维策略的方式实施CT课程提供模型。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。

项目成果

期刊论文数量（2）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Computational Thinking into K-12 Classrooms: Experiences and Challenges fromProfessional Learning Experiences

K-12 课堂的计算思维：专业学习经历的经验与挑战

DOI：
发表时间：
2022-06
期刊：
Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022
影响因子：
0
作者：
Liu, Zhichun;Gearty, Zarina;Richard, Eleanor;Orrill, Chandra;Kayumova, Shakhnoza;Balasubramanian, Ramprasad
通讯作者：
Balasubramanian, Ramprasad

Designing Professional Learning Workshop for Shaping Teachers' Learning Pedagogical Content Knowledge in Computational Thinking

设计专业学习工作坊，塑造教师学习计算思维中的教学内容知识

DOI：
发表时间：
2023-06
期刊：
Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023
影响因子：
0
作者：
Zhao, Yuntong;Liu, Zhichung;Orrill, Chandra;Kayumova, Shakhnoza;Balasubramanian, Ramprasad
通讯作者：
Balasubramanian, Ramprasad