探索多语言学习者计算思维教学的设计原则

Rose K. Pozos, Samuel J. Severance, J. Denner, Kip Téllez
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引用次数: 1

摘要

背景:多语言学习者在计算机科学教育研究中一直被忽视和研究不足。随着“人人享有计算机科学”运动的发展,有必要设计以公正为导向的综合课程,帮助年轻的多语言学习者开始培养计算思维技能和话语能力。目的:我们提出了一个以正义为中心的计算思维活动的概念框架和伴随的设计原则,这些活动语言丰富,旨在支持学习者的能动性,并随着时间的推移建立他们在社区中使用计算的能力。环境:我们的工作是在一个研究与实践的合作伙伴关系中进行的,该合作伙伴关系以加利福尼亚的一所小学为中心,该小学拥有大量多语种的拉丁裔人口。研究设计:我们与一所小学的职前教师和在职教师进行了两个基于设计的研究周期。通过分析第二个周期和最近一个周期中的一个案例研究,我们研究了教师使用我们的设计原则通过参与计算思维来支持多语种学习者的语言发展的潜力。结论:我们的研究结果表明,当计算思维课程被设计成(1)有意义的语境化,(2)将学生定位为自主学习者,(3)随着时间的推移促进连贯性时,多语言学习者将参与到富有成效的话语中。然而,需要更多的研究来了解教师如何随着时间的推移使用这些原则,以及需要哪些额外的支持来确保利益相关者之间的协调,以发展和有效地实施连贯的学习进展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring Design Principles in Computational Thinking Instruction for Multilingual Learners
Background: Multilingual learners have been overlooked and understudied in computer science education research. As the CS for All movement grows, it is essential to design integrated, justice-oriented curricula that help young multilingual learners begin to develop computational thinking skills and discourses. Purpose: We present a conceptual framework and accompanying design principles for justice-centered computational thinking activities that are language-rich, with the aim of supporting learners’ agency and building their capacity over time to use computing for good in their communities. Setting: Our work takes place in a research–practice partnership centered in an elementary school in California with a significant multilingual Latinx population. Research Design: We have engaged in two cycles of design-based research with preservice and in-service teachers at an elementary school. Through analysis of one case study during the second and most recent cycle, we examined the potential of teachers using our design principles for supporting multilingual learners’ language development through engagement in computational thinking. Conclusions: Our findings suggest that multilingual learners will engage in productive discourse when computational thinking lessons are designed to (1) be meaningfully contextualized, (2) position students as agentic learners, and (3) promote coherence over time. However, more research is needed to understand how teachers use these principles over time, and what additional supports are needed to ensure coordination between stakeholders to develop and effectively implement coherent learning progressions.
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