This paper reports on the first iteration of the Computational Thinking Summer Institute, a month-long programme in which high school teachers co-designed computationally enhanced mathematics and science curricula with researchers. The co-design process itself was a constructionist learning experience for teachers resulting in constructionist curricula to be used in their own classrooms. We present three case studies to illustrate different ways teachers and researchers divided the labour of co-design and the implications of these different co-design styles for teacher learning and classroom enactment. Specifically, some teachers programmed their own computational tools, while others helped to conceptualise them but left the construction to their co-design partners. Results indicate that constructionist co-design is a promising dual approach to curriculum and professional development but that sometimes these two goals are in tension. Most teachers gained considerable confidence and skills in computational thinking, but sometimes the pressure to finish curriculum development during the institute led teachers to leave construction of computational tools to their co-design partners, limiting their own opportunities for computational learning.

中文翻译：

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建构主义协同设计：课程和专业发展的双重方法

本文报告了计算思维暑期学院的第一次迭代，这是一个为期一个月的计划，在该计划中，高中教师与研究人员共同设计了计算增强的数学和科学课程。协同设计过程本身是一种建构主义学习经验，让教师可以在自己的课堂上使用建构主义课程。我们展示了三个案例研究来说明教师和研究人员划分协同设计工作的不同方式，以及这些不同的协同设计风格对教师学习和课堂实施的影响。具体来说，一些教师编写了自己的计算工具，而另一些教师则帮助他们概念化，但将构造留给了他们的共同设计伙伴。结果表明，建构主义协同设计是一种很有前途的课程和专业发展的双重方法，但有时这两个目标是矛盾的。大多数教师在计算思维方面获得了相当大的信心和技能，但有时在学院期间完成课程开发的压力导致教师将计算工具的构建留给他们的共同设计伙伴，从而限制了他们自己进行计算学习的机会。