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Teachers’ lack of computer science (CS) content knowledge and limited opportunities to incorporate CS in existing curricula pose unique challenges at the elementary level. Despite the crucial role of professional development (PD) in preparing elementary school teachers to integrate CS in classroom instruction, there is little research documenting PD programs that focus on integration in literacy and mathematics when compared to other subject areas. In this work, we present a PD program that integrates CS with disciplinary content to support teachers as they integrate CS with literacy and mathematics in elementary school classrooms. Using data from multiple sources, we present findings from two case studies to examine the impact of the PD on teachers’ integration of CS with content in lesson planning and implementation. Findings have implications related to the integration of CS in elementary school and teacher professional development.
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Characterizing Data Literacy Instruction: Content Analysis of a High School Science and Social Studies Textbook
Data literacy is increasingly relevant to everyday life and is a priority for educators across disciplinary boundaries. This study introduces a framework for characterizing data literacy instrucFon along five key dimensions. It then applies this framework to examine instances of data literacy instrucFon like explanaFons of data-related concepts and tasks/quesFons that invite learners to acFvely engage in data-related pracFces in a sample of lessons from a science and social studies high school textbook. By juxtaposing findings from science and social studies contexts, it examines how these disciplinary approaches compare with each other and idenFfies areas where these approaches could expand and build on each other to support more effecFve and holisFc data literacy development.
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- Award ID(s):
- 2101413
- PAR ID:
- 10517615
- Publisher / Repository:
- AERA 2024 Annual Meeting
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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