C2STEM: a System for Synergistic Learning of Physics and Computational Thinking
C2STEM: a System for Synergistic Learning of Physics and Computational Thinking
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DOI：
10.1007/s10956-019-09804-9
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发表时间：
2019-12-03
影响因子：
4.4
通讯作者：
McElhaney, Kevin
中科院分区：
文献类型：
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作者：
Hutchins, Nicole M.;Biswas, Gautam;McElhaney, Kevin
结合计算思维(CT)和STEM的协同学习已被证明是一种有效的方法，可以促进在许多STEM领域的学习和理解，同时帮助学生发展重要的CT概念和实践。我们采用基于设计的方法来开发、评估和改进我们的协作、计算STEM(C2STEM)学习环境。该系统采用了一种新的范式，将可视化建模与特定领域的建模语言(DSML)相结合，以使用计算建模方法来支撑高中物理的学习。在本文中，我们讨论了指导我们的开放式学习环境(OELE)开发的设计原则，使用建模学习和以证据为中心的课程和评估设计方法。学生通过构建描述物体运动的模型来学习，他们的学习得到脚手架任务和嵌入式形成性评估的支持，这些评估向他们介绍物理和CT概念。我们还开发了未来学习准备(PFL)评估，以研究学生在解决问题的任务和领域中概括和应用CT和科学概念和实践的能力。我们使用定量和定性分析相结合的方法来分析学生在高中物理课堂长达一学期的学习过程中的学习情况。我们记录了从这项研究中学到的一些经验教训，并讨论了未来工作的方向。
Synergistic learning combining computational thinking (CT) and STEM has proven to be an effective method for advancing learning and understanding in a number of STEM domains and simultaneously helping students develop important CT concepts and practices. We adopt a design-based approach to develop, evaluate, and refine our Collaborative, Computational STEM (C2STEM) learning environment. The system adopts a novel paradigm that combines visual model building with a domain-specific modeling language (DSML) to scaffold learning of high school physics using a computational modeling approach. In this paper, we discuss the design principles that guided the development of our open-ended learning environment (OELE) using a learning-by-modeling and evidence-centered approach for curriculum and assessment design. Students learn by building models that describe the motion of objects, and their learning is supported by scaffolded tasks and embedded formative assessments that introduce them to physics and CT concepts. We have also developed preparation for future learning (PFL) assessments to study students' abilities to generalize and apply CT and science concepts and practices across problem solving tasks and domains. We use mixed quantitative and qualitative analysis methods to analyze student learning during a semester-long study run in a high school physics classroom. We document some of the lessons learned from this study and discuss directions for future work.