The Development of Computational Thinking among Middle School Students Creating Computer Games

这是一个研究项目，将有助于通过概念化和测量中学生的计算思维，进一步理解STEM教学和学习在非正式环境。 本研究将探讨三个问题：1）在中学阶段，计算思维的适当定义是什么？2)创造一个电脑游戏能促进计算思维吗？3)在什么条件下，结对编程比单独编程在计算思维方面产生更大的收益？ 这项研究将在三年内进行。 大约240名学生将使用讲故事爱丽丝创建3D动画游戏超过16周。 参与者将来自两个学区的扩展学习项目，主要包括拉丁裔和白色学生。 课程将随机分配到双人或单人编程条件。配对的学生将选择他们的合作伙伴和统计分析设计的纵向二元相互依存的数据将进行。数据将包括测试前和测试后的调查，访谈，计算机记录数据，观察，学生游戏，录像带和性能评估。他们还将采用分组随机对照试验;随机化将按类别分为配对程控或单独程控条件。定性和定量数据将测量计算思维，学生的编程体验，与合作伙伴的亲密度，影响和计算机上的行为。 该项目将提供证据，证明与单独开发技术游戏相比，结对工作的优势，并旨在为计算思维的意义提供讨论。

This is a research project that would contribute to further understanding of STEM teaching and learning in informal settings by conceptualizing and measuring computational thinking for middle school students. Three research questions will be addressed: 1) What is an appropriate definition of computational thinking in middle school? 2) Does creating a computer game promote computational thinking? 3) Under what conditions does pair programming produce greater gains in computational thinking than solo programming? The study will be conducted over three years. Approximately 240 students will use Storytelling Alice to create 3-D animation games over 16 weeks. Participants will be drawn from extended learning programs in two school districts that include primarily Latino and white students. Classes will be randomly assigned to either pair or solo programming conditions. Paired students will choose their partners and statistical analyses designed for longitudinal dyadic interdependent data will be conducted. Data will include pre and post-test surveys, interviews, computer logging data, observations, students games, videotape, and performance assessments. They will also employ a group-randomized controlled trial; randomization will be by class to either a pair programming or solo programming condition. The qualitative and quantitative data will measure computational thinking, students experience programming, closeness with partner, affect, and behavior on the computer. The project will produce evidence about the strength of working in pairs compared with working on technology games alone and it is intended to inform discussions of the meaning of computational thinking.