Context matters: Secondary science teachers' integration of process-based, unplugged computational thinking into science curriculum

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2023-06-17 DOI:10.1002/tea.21883
Vance Kite, Soonhye Park
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引用次数: 2

Abstract

There is growing recognition in the education community that the problem-solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty-first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of scholars have proposed integrating CT practices into core curriculum——especially science, technology, engineering, and math curriculum. Successfully achieving the goal of integrated CT, however, depends on frameworks to guide integration, professional development for teachers, exemplars of successful integrations, and identifications of the barriers teachers encounter. Research pertaining to each of these areas is in its infancy. This study addresses these needs through a collective case study of 10 secondary science teachers' implementations of a novel, process-based, unplugged approach to CT/science integration and the factors that supported or hindered their CT/science integration efforts. The results of this work reveal that: (1) an unplugged and process-based approach to CT/science integration shows promise as a vehicle for infusing CT into diverse science classrooms; (2) educators' teaching context exerts a strong influence on their CT-integration efforts and persistence; and (3) special attention is needed to support teachers in their CT/science integrations including algorithm creation. This study also demonstrates the utility of the Fraillon et al.'s CT framework as a guide for CT/science integration efforts and sheds light on the unique affordances of unplugged strategies for implementing CT-integrated science curricula.

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情境关系:中学科学教师将基于过程的、不插电的计算思维融入科学课程
教育界越来越认识到,构成计算思维(Computational Thinking,CT)的解决问题的实践是二十一世纪生活和工作的基本组成部分。从历史上看,学习计算思维的机会一直局限于计算机科学(CS)和选修课程,缺乏种族、民族和性别的多样性。为了消除这种不平等现象,许多学者建议将 CT 实践融入核心课程,特别是科学、技术、工程和数学课程。然而,要成功实现整合 CT 的目标,有赖于指导整合的框架、教师的专业发展、成功整合的范例以及教师遇到的障碍。与这些领域相关的研究都处于起步阶段。本研究通过对 10 位中学科学教师实施一种新颖的、基于过程的、不插电的 CT/ 科学整合方法的集体案例研究,以及支持或阻碍其 CT/ 科学整合工作的因素,来满足这些需求。研究结果表明(1) 不插电和基于过程的计算机断层扫描/科学整合方法有望作为一种工具,将计算机断层扫描渗透到不同的科学课堂中;(2) 教育工作者的教学环境对他们的计算机断层扫描/科学整合工作和持续性有很大影响;(3) 需要特别关注支持教师的计算机断层扫描/科学整合工作,包括算法创建。本研究还证明了 Fraillon 等人的 CT 框架作为 CT/ 科学整合工作指南的实用性,并揭示了实施 CT 整合科学课程的不插电策略的独特能力。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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