GK-12 DISSECT: Incorporating computational thinking with K-12 science without computer access
GK-12 DISSECT: Incorporating computational thinking with K-12 science without computer access
复制标题
GK-12 DISSECT：将计算思维与 K-12 科学相结合，无需使用计算机
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Enrico Pontelli
中科院分区：
文献类型：
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作者：
R. Folk;G. Lee;Ashley Michalenko;Amanda Peel;Enrico Pontelli
计算思维（CT）介绍了计算概念，并展示了它们在许多其他学科中的实用性。CT原理，如算法问题解决，抽象，建模和仿真，通过DISSECT（通过计算思维发现科学）整合到现有的STEM（科学，技术，工程，数学）课程中。通过将当地的K-12教师与研究生研究员配对，DISSECT提供了与每个特定学科相关的指导和资源。这些解决问题和抽象推理的技能对于学生能够在现代和未来的就业市场上竞争是必要的。DISSECT致力于为缺乏计算机的学生和教室提供这些技能。K-12教师和研究生研究员共同努力，开发能够教授CT概念的模块，这些概念直接与他们当前的课程联系在一起，同时消除了访问计算机系统的需要。本文将重点介绍在初中和高中课堂上开发和执行的模块，强调探索在无计算机环境中操作的创造性方法，讨论不同方法的优点和缺点，同时定性评估学生的参与，学习和互动，这是通过教师访谈，观察和与学生的非正式会谈收集。
Computational Thinking (CT) introduces computing concepts and demonstrates their usefulness in many other disciplines. CT principles such as algorithmic problem solving, abstraction, modeling and simulation, are integrated into existing STEM (Science, Technology, Engineering, Mathematics) curricula by DISSECT (DIScover SciEnce through Computational Thinking). By pairing a local K-12 teacher with a graduate fellow, DISSECT provides instruction and resources as instruments that are pertinent to each specific discipline. These skills in problem-solving and abstract reasoning are necessary for students to be able to compete in the modern and future job markets. DISSECT works to provide these skill-sets to students and classrooms that lack access to computers. The K-12 teachers and graduate fellows work together to develop modules that are capable of teaching CT concepts that are directly tied to their current curriculum while removing the need for access to computer systems. This paper will focus on the modules developed and executed in middle and high school classrooms, emphasizing the creative ways explored to operate in a computer-free environment discussing the strengths and weaknesses of different approaches, while qualitatively assessing student engagement, learning, and interaction which is gathered through teacher interviews, observations and informal talks with students.