Vectors of CT-ification: Integrating Computational Activities in STEM Classrooms.
Vectors of CT-ification: Integrating Computational Activities in STEM Classrooms.
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CT 化向量：整合 STEM 课堂中的计算活动。
DOI：
10.1145/3328778.3372674
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Bain, C. &
中科院分区：
文献类型：
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作者：
Bain, C. &
虽然下一代科学标准设定了在科学学科背景下发展计算机科学和计算思维 (CT) 实践的期望，但如何创建开发和衡量这些实践的课程和评估仍然是一个悬而未决的问题。在这张海报中，我们展示了解决此问题的一种可能的解决方案：通过在科学课堂中注入计算思维实践（“CT 化”），向学生介绍计算机科学。为了弥补这一差距，我们的团队努力将核心 CT-STEM 实践明确描述为具体的学习目标，并利用这些目标来指导我们科学课程和评估的开发。然而，牢记这些学习目标并不足以真正创建让学生参与 CT 实践的活动。我们与科学教师一起制定了一项策略，检查教师现有的课程并确定“CT化”的潜在活动和概念，而不是从头开始创建全新的课程，使用规模概念作为“攻击向量”来设计将计算思维实践融入传统科学课程的科学单元。我们展示了如何概念化科学中四种不同版本的规模，1.时间，2.大小，3.数量和4.可重复性。我们还在美国大城市学区的数百名学生使用的传统高中科学课程。
While the Next Generation Science Standards set an expectation for developing computer science and computational thinking (CT) practices in the context of science subjects, it is an open question as to how to create curriculum and assessments that develop and measure these practices. In this poster, we show one possible solution to this problem: to introduce students to computer science through infusing computational thinking practices ("CT-ifying") science classrooms. To address this gap, our group has worked to explicitly characterize core CT-STEM practices as specific learning objectives and we use these to guide our development of science curriculum and assessments. However, having these learning objectives in mind is not enough to actually create activities that engage students in CT practices. We have developed along with science teachers, a strategy of examining a teacher's existing curricula and identifying potential activities and concepts to "CT-ify", rather than creating entirely new curricula from scratch by using the concept of scale as an "attack vector'' to design science units that integrate computational thinking practices into traditional science curricula. We demonstrate how we conceptualize four different versions of scale in science, 1. Time, 2. Size, 3. Number, and 4. Repeatability. We also present examples of these concepts in traditional high school science curricula that hundreds of students in a large urban US school district have used.