A Framework for Preparing Rural Middle School Teachers for History–Computer Science Integration

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: In-Service and Preservice Teacher Education Across Content Areas (Table 17)

Abstract

Responding to the field’s lack of a framework for supporting professional learning around history/social studies (HSS)-computer science (CS) integration, this paper describes development and application of a boundary object to guide integration of these curricular areas in rural middle schools.  Through a collaborative, iterative development process involving focus group review of integrated lesson implementation data, an interdisciplinary team of researchers and practitioners devised a consensus-based nine-dimension framework to characterize integrated HSS-CS lessons. This framework was then applied to analysis of an implemented integrated lesson involving visualization and interpretation of data on Black representation in Congress during and after Reconstruction, with implications for supporting teachers who are beginning to learn about and adopt this novel integration approach.

Authors

• Eric Hochberg, TERC
  Presenting Author

• Debra Bernstein, TERC
  Presenting Author

• Santiago Gasca, TERC
  Non-Presenting Author

• Michael J. Berson, University of South Florida
  Non-Presenting Author