Promoting computational thinking through project-based learning
Promoting computational thinking through project-based learning
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DOI：
10.1186/s43031-021-00033-y
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发表时间：
2021-08-02
影响因子：
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通讯作者：
Damelin D
中科院分区：
文献类型：
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作者：
Shin N;Bowers J;Krajcik J;Damelin D
本文介绍了基于项目的学习（PBL）的特点，即为通过建模让学生参与计算思维（CT）而开发技术、课程和教学支持。计算思维被认为是涉及人们解决计算问题的一系列方法。计算思维帮助学生解构和重新构建一种现象，以便能够使用信息处理主体（人或机器）来解决问题，从而对一种现象得出科学合理的解释。基于项目的学习让学生通过实践学习，应用想法，弄清楚现象是如何发生的，并解决具有挑战性、引人入胜且复杂的问题。在此过程中，学生参与到与科学或工程专业人员类似的真实科学实践中，比如计算思维。本文包括1）计算思维及其相关方面，2）基于项目的学习的基础，3）通过建模支持计算思维的基于项目的学习设计特点，以及4）一个课程示例和相关的学生模型，以说明特定的设计特点如何可用于开发高中物理科学教材，比如一个蒸发冷却装置，以促进计算思维的教学。
This paper introduces project-based learning (PBL) features for developing technological, curricular, and pedagogical supports to engage students in computational thinking (CT) through modeling. CT is recognized as the collection of approaches that involve people in computational problem solving. CT supports students in deconstructing and reformulating a phenomenon such that it can be resolved using an information-processing agent (human or machine) to reach a scientifically appropriate explanation of a phenomenon. PBL allows students to learn by doing, to apply ideas, figure out how phenomena occur and solve challenging, compelling and complex problems. In doing so, students take part in authentic science practices similar to those of professionals in science or engineering, such as computational thinking. This paper includes 1) CT and its associated aspects, 2) The foundation of PBL, 3) PBL design features to support CT through modeling, and 4) a curriculum example and associated student models to illustrate how particular design features can be used for developing high school physical science materials, such as an evaporative cooling unit to promote the teaching and learning of CT.