Building Collective Truth: Interrogating a Multi-year Research Project to Move Toward Cultural Responsiveness (Poster 3)

• In Event: Integrating Computational Thinking in K-12: Strategies for Elementary Education and Teacher Development

Abstract

Objectives:
In this poster, we reflect on several cycles of a design-based research (DBR) project to develop a professional development (PD) for elementary teachers to equitably integrate computational thinking (CT) into science. We highlight the value of a research team interrogating their previous work to ensure that their current and future work continuously centers the collective truth (purpose) of the project.

Background:
As society increasingly relies on computers to collect, analyze, and use data, K-12 students must receive equitable opportunities to create and interact with technology. However, deep cultural and systemic structures prevent the meaningful participation of Black, Latino/a/x, and Native American/Alaskan Native (BLNA) students in K-12 computer science (CS) classrooms (Goins et al., 2021). One way to address limited BLNA student participation in CS is to employ culturally responsive teaching (CRT) practices (Gay, 2018) when educating K-12 teachers on integrating CT into core subject areas like science (Weintrop et al., 2016). Through multiple cycles of design, implementation, analysis, and redesign, DBR can help to understand complex learning environments, engineer new learning environments, and improve learning for participants (Barab, 2006).
Methods & Data Sources:
Quantitative and qualitative data were collected and analyzed for each PD design iteration, including pre- and post-PD surveys, teacher interviews, teacher reflections, and in-class observations. We revisit findings from each iteration to interrogate our work to inform equitable design decisions moving forward.
Results:
The first iterations of the CT PD supported our design decision to create a collaborative community where each member had valuable insights into teaching and classroom practices and technology applications (Authors, 2020b). However, teacher reflections indicated inequities in their implementation; some teachers focused their CT instruction on students who expressed already-existing interest in computing, rather than on all students (Authors, 2020c). In response, we piloted a new iteration with an elementary science methods course instructor to integrate CRT within her CT-integrated science instruction. This iteration revealed that the teacher educator’s confusion with CT led her to sideline, and sometimes completely eliminate, CRT practices (Authors, 2022). Building on this finding, we designed a subsequent iteration in which we worked to integrate CRT, CT, and science into a cohesive model for PD. Working with in-service elementary teachers, we found that the central focus on integration of CRT and CT supported teachers in a clearer understanding of both, but that some teachers continued to struggle with self-efficacy around CRT in the classroom (Authors, 2024a; Authors, 2024b).
Scholarly Significance:
This design-based research (DBR) study analyzed the effectiveness of various iterations of a CT-integrated elementary science PD to provide experiences for all elementary students. By interrogating our work in service of our collective truth about the importance of equity, we realized that explicit attention, using CRT, to how to provide for all was needed. This study provides insight into how to help elementary teachers learn how to integrate CT with culturally responsive teaching practice into their science education practice.

Authors

• Diane Jass Ketelhut, University of Maryland

• Brian C. Nelson, Arizona State University

• Kristina Kramarczuk, University of Maryland

• Heather Killen, University at Buffalo - SUNY