A Professional Development Model to Integrate Computational Thinking into Middle School Science through Codesigned Storylines

Autor/inn/en	Biddy, Quentin; Chakarov, Alexandra Gendreau; Bush, Jeffrey; Elliott, Colin Hennessy; Jacobs, Jennifer; Recker, Mimi; Sumner, Tamara; Penuel, William
Titel	A Professional Development Model to Integrate Computational Thinking into Middle School Science through Codesigned Storylines
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Professional Development; Teacher Workshops; Summer Programs; Teacher Collaboration; Computer Science Education; STEM Education; Integrated Curriculum; Curriculum Design; Programming; Magnets; Electronics; Academic Standards; Alignment (Education); Thinking Skills; Teaching Methods; Middle School Teachers; Teacher Attitudes; Relevance (Education); Urban Schools; Student Centered Curriculum + Suchen Sie Ihr Suchwort? Sommerkurs; Lehrerkooperation; Computer science lessons; Informatikunterricht; STEM; Lehrplangestaltung; Programmierung; Stabmagnet; Elektronik; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Relevance; Relevanz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This article describes a professional development (PD) model, the CT-Integration Cycle, that supports teachers in learning to integrate computational thinking (CT) and computer science principles into their middle school science and STEM instruction. The PD model outlined here includes collaborative design (codesign; Voogt et al., 2015) of curricular units aligned with the Next Generation Science Standards (NGSS) that use programmable sensors. Specifically, teachers can develop or modify curricular materials to ensure a focus on coherent, student-driven instruction through the investigation of scientific phenomena that are relevant to students and integrate CT and sensor technology. Teachers can implement these storylines and collaboratively reflect on their instructional practices and student learning. Throughout this process, teachers may develop expertise in CT-integrated science instruction as they plan and use instructional practices aligned with the NGSS and foreground CT. This paper describes an examination of a group of five middle school teachers' experiences during one iteration of the CT-Integration Cycle, including their learning, planning, implementation, and reflection on a unit they codesigned. Throughout their participation in the PD, the teachers expanded their capacity to engage deeply with CT practices and thoughtfully facilitated a CT-integrated unit with their students. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01