How exploring computer science (ECS) came to Chicago
How exploring computer science (ECS) came to Chicago
复制标题
探索计算机科学 (ECS) 如何来到芝加哥
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Jeff Solin
中科院分区：
文献类型：
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作者：
Dale F. Reed;Brenda Wilkerson;Don Yanek;L. Dettori;Jeff Solin
正是这个小组在格林伯格的带领下，在2009年和2010年提交了两份NSF资助提案，这两份提案都被拒绝了。在2010年芝加哥的一次小组会议上，贝克·弗兰克提出了一个重要的观点。如果我们成功了呢？他问。如果老师和校长同意开设计算机科学课程呢？我们能给他们什么？”虽然这是一种令人振奋的可能性，但现实是我们什么都没有——没有课程，当然也没有职业发展。虽然存在专注于特定编程语言的课程，但据我们所知，没有引人入胜的广度优先的高中CS课程。yyanek参加了2009年由Gail Chapman领导的CSTA领导力研讨会，并听说了ECS课程。作为一个群体，我们对这个课程进行了肤浅的了解，并最初将其视为类似于著名的CS Unplugged材料[2]的活动集合。一年后，当我们继续研究CS课程时，亚尼克、索林和里德前往洛杉矶（部分资金来自洛约拉大学的旅行补助），亲身测试ECS专业发展。三个人带着一丝好奇来到PD的第一天，以为会感到无聊。第一天过得飞快。里德将其描述为：“我们必须行动起来，而不仅仅是空谈。一天结束时，时间到了，我们既惊讶又失望。”这可不是一般的PD体验！在PD结束时，三位芝加哥老师确信ECS是芝加哥课程和PD困境的答案。2011年初，我们闷闷不乐地坐在芝加哥的一张桌子旁，思考着我们第二次被NSF拒绝的拨款申请。我们致力于提高芝加哥公立学校（CPS）的计算机科学（CS）教育。当时大约120所高中的许多计算机科学课程主要包括学习基本的文字处理和电子表格命令。我们已经发现了探索计算机科学（ECS）课程，我们认为它会吸引学生，但在试图推销这个想法时却陷入了困境。正是在这个转折点上，我们达成了一致，无论是否有资金，我们都要为每一所CPS高中提供一门引人注目的、相关的CS课程……
It was this group with the effort spearheaded by Greenberg that submitted the two NSF funding proposals in 2009 and 2010 both of which were rejected. At one of the 2010 Chicago group meetings Baker Franke brought up an important point. " What if we succeed? " he asked. " What if teachers and principals agree to offer a CS course? What will we offer them? " While an exhilarating possibility, the reality was that we had noth-ing—no curriculum, and certainly no professional development. While curriculum existed to focus on particular programming languages, there was no engaging breadth-first high school level CS curriculum that we knew of. Yanek had attended a 2009 CSTA leadership workshop led by Gail Chapman and had heard of the ECS curriculum. As a group, we took a superficial look at this curriculum and initially dismissed it as a collection of activities similar to the well-known CS Unplugged material [2]. As we continued to cast about for a CS class curriculum a year later Yanek, Solin and Reed travelled to Los Angeles (funded in part by a travel grant from Loyola) to test the ECS professional development first-hand. The three approached the first day of PD with just a tinge of curiosity, with the expectation of being bored. The first day flew by. Reed describes it as: " we got to do things, not just talk about them. At the end of the day we were surprised and disappointed when time was up ". This was not the usual PD experience! At the end of the PD, the three Chicago teachers were convinced that ECS was the answer to the Chicago curriculum and PD dilemma. They also had learned that ECS could only be understood by going through both Early in 2011, we sat glumly around a table in Chicago, pondering our second NSF grant proposal rejection. We were working to enhance computer science (CS) education in Chicago Public Schools (CPS). Many of the CS courses in the approximately 120 high schools at the time consisted primarily of learning basic word-processing and spreadsheet commands. We had discovered the Exploring Computer Science (ECS) curriculum that we thought would engage students, but were stuck trying to sell the idea. It was at this turning point that we agreed that, funding or not, we were going to provide a compelling and relevant CS course for every CPS high school …