Computational Thinking-Integrated Elementary Science with Culturally Responsive Teaching: A Vignette Study

被引：0

作者：

Xin, Yue ^{[1
]}

Kramarczuk, Kristina ^{[1
]}

Mak, Janice ^{[2
]}

Shockley, Ebony Terrell ^{[1
]}

Ketelhut, Diane Jass ^{[1
]}

机构：

[1] Univ Maryland, Coll Educ, College Pk, MD 20742 USA

[2] Arizona State Univ, Coll Educ, Tempe, AZ USA

来源：

PROCEEDINGS OF THE 54TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, VOL 2, SIGCSE 2023 | 2023年

基金：

美国国家科学基金会;

关键词：

D O I：

10.1145/3545947.3576255

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

In response to the persistent diversity gap that exists in the computing field, we implemented a five-day professional development (PD) workshop for elementary teachers on integrating computational thinking (CT) and culturally responsive teaching (CRT) practices into their existing science instruction. An explicit focus of this PD was to engage teachers in analyzing CT- and CRT-integrated science classroom scenarios (i.e., vignettes). Our analyses of video and written data of teachers' vignette responses indicate that while their understanding of CT increased as a result of the PD, the teachers need additional support around CRT. We suggest that future studies explore how teachers define and enact CRT, especially within their unique contexts.

引用

页码：1309 / 1309

页数：1