Integrating Computational Thinking into Elementary Science Curriculum: an Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning
Integrating Computational Thinking into Elementary Science Curriculum: an Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning
复制标题
将计算思维融入基础科学课程：对支持学生的活动的检验——为学科学习服务的计算思维
DOI：
10.1007/s10956-019-09801-y
复制
发表时间：
2020
影响因子：
4.4
通讯作者：
Pasquale, Marian
中科院分区：
文献类型：
--
作者：
Waterman, Kevin P;Goldsmith, Lynn;Pasquale, Marian
使用的一个例子，3年级的科学单元的人口变化在竞争资源，我们描述了我们如何将计算思维（CT）到现有的课程，确定三个层次的深度整合：识别已经存在的连接，提高和加强连接，并扩展单元，包括活动，更明确地发展学生的CT。我们讨论了学生对生态系统的简单模型与其所代表的实际现象之间关系的理解，他们参与该单位的数据收集和数据分析活动，他们参与有关他们生成和分析的数据的意义决策的能力，以及该研究如何共同支持他们对复杂系统的理解。该示例模块是“通过STEM集成和全州合作扩大小学教师和学生对计算机科学的参与”的一部分，该项目是由国家科学基金会资助的马萨诸塞州教师教育工作者、研究人员、教师和州级教育管理人员之间的合作项目，开发并实施了许多小学级、CT集成的科学和数学课程模块。总的来说，这些模块旨在开发与几个关键CT主题相关的实践：抽象、数据、建模和仿真以及算法。这些CT主题支持与计算机科学相关但不限于计算机科学领域的核心技能的发展。将CT纳入核心基础STEM学科领域的战略旨在培养CT实践，以支持科学学习。
Using an example of a grade 3 science unit about population changes during competition for resources, we describe how we integrated computational thinking (CT) into existing curriculum identifying three levels of depth of integration: identifying connections that already exist, enhancing and strengthening connections, and extending units to include activities that more explicitly develop students’ CT. We discuss students’ understanding of the relationship between a simple model of an ecosystem and the actual phenomenon it represents, their engagement with the unit’s data-gathering and data analysis activities, their ability to engage in sense-making regarding data they generated and analyzed, and how collectively the study supports their understanding of the complex system. This example module is part of “Broadening Participation of Elementary School Teachers and Students in Computer Science through STEM Integration and Statewide Collaboration,” a National Science Foundation-funded collaboration among Massachusetts teacher educators, researchers, teachers, and state-level education administrators that developed and implemented a number of elementary grade, CT-integrated science and mathematics curriculum modules. Collectively, these modules are designed to develop practices related to several key CT topics: abstraction, data, modeling and simulation, and algorithms. These CT topics support the development of core skills related to, but not exclusively the domain of, computer science. The strategy of integrating CT into core elementary STEM subject areas was intended to cultivate CT practices in support of science learning.
沿着框架的计算思维集成模式从学科角度定义计算思维
影响因子：
4.4
作者：
Lee, Irene;Malyn-Smith, Joyce
通讯作者：
Malyn-Smith, Joyce
DOI：
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发表时间：
1989
期刊：
影响因子：
--
作者：
H. Hatry
通讯作者：
H. Hatry
将计算思维融入基础数学和科学课程材料和教学
DOI：
--
发表时间：
2018
期刊：
影响因子：
--
作者：
Kevin P Waterman;L. Goldsmith;Marian M. Pasquale;E. Goldenberg;J. Malyn;Anne DeMallie;Irene A. Lee
通讯作者：
Irene A. Lee