CPATH- 2: Teaching Computational Thinking through Integration of Dynamic Systems Modeling

在自然科学和社会科学的研究中出现了范式转变，但这种变化还没有系统地进入课堂。计算建模已经改变了科学的方式，现在是大多数学科实验和理论的全面合作伙伴。尽管它的重要性，学生在科学不知道建模的基础知识，在应用中犯基本错误，并没有准备好使用建模作为工具来解决复杂的跨学科问题。奥伯林学院建议改变这一点，并有能力这样做。通过在11个科学学科的入门课程中引入动态系统建模，学院将使大多数最终的科学专业学生在前两年的学习中至少两次接触这些强大的技术。在中级和高级水平的后续努力的配合下，学院将改变大多数理科学生看待解决复杂问题的方式。奥伯林将在密歇根大学复杂系统研究中心的教师和研究生的帮助下，建立在两个机构之间充满活力的关系上。与两个国家认可的建模专家建立联系将有助于锚的努力，并给它外部的观点。近年来，十几名奥伯林教师一直活跃在这一领域，他们将成为实现这一系统性变革的首批教师。从事计算建模的教师群体将通过广泛的赠款活动扩大。通过使用动态系统建模，学院将实现该项目的五个目标：将计算思维纳入科学课程;培养一批在教学和使用建模技术方面经验丰富的教师;开发一种新的计算建模教学工具;为研究生和博士后研究人员提供跨学科教学和课程开发机会;并评估，修改和传播最成功的组成部分。作为本科院校，领导全国的学生谁去获得博士学位，奥伯林？的项目在建模教学法将有一个强大的乘数效应，因为它的毕业生进入学术界和其他高影响力的职业生涯，携带新的建模范式与他们。 这批年轻科学家将产生重要影响，因为计算思维是解决公共卫生、经济、气候变化和生物技术等不同领域复杂问题的关键。在整个科学教育过程中使用模型的学生将有能力解决社会和尖端科学问题。该项目还将产生一个关键的公开软件，用于建模教学和研究。其他产品将包括参与这项工作的11个学科的教学建模单元，这些产品将通过标准渠道传播

A paradigm shift has occurred in research in the natural and social sciences, but this change has not reached the classroom in a systematic way. Computational modeling has transformed the way science is done and is now a full partner to experimentation and theory in most disciplines. Despite its importance, students in the sciences do not know the basics of modeling, make fundamental errors in application, and are ill-prepared to solve complex, cross-disciplinary problems using modeling as a tool. Oberlin College proposes to change this and is well positioned to do so. By introducing dynamic systems modeling into introductory courses in 11 science disciplines, the College will expose the majority of its eventual science majors to these powerful techniques at least twice in their first two years of study. When coupled with follow-up efforts at the intermediate and advanced level, the College will transform the way that most science students view complex problem solving. Oberlin will be aided in this effort by faculty and graduate students from the Center for the Study of Complex Systems at the University of Michigan, building on a vibrant relationship between the institutions. Established connections with two nationally recognized modeling experts will help to anchor the effort and give it external perspective. More than a dozen Oberlin faculty have been active in this area in recent years, and they will be among the initial cohort through which this systemic change will be accomplished. The group of faculty engaged in computational modeling will expand through the wide range of grant activities. By using dynamic systems modeling, the College will achieve its five goals for this project: integrating computational thinking into the science curriculum; developing a cohort of faculty experienced in teaching and using modeling techniques; developing a new tool for teaching computational modeling; providing cross-disciplinary teaching and curriculum development opportunities for graduate students and a postdoctoral researcher; and assessing, revising, and disseminating the most successful components.As the undergraduate institution that leads the nation in students who go on to get Ph.Ds, Oberlin?s project in modeling pedagogy will have a powerful multiplier effect as its graduates enter academia and other high-impact careers, carrying the new modeling paradigm with them. This cohort of young scientists will have an important effect since computational thinking is the key to complex problem solving in such diverse fields as public health, economics, climate change, and biotechnology. Students who have worked with models throughout their science education will be well equipped to tackle both societal and cutting edge scientific problems. This project will also produce a key piece of publicly available software for use in modeling pedagogy and research. Other products will include pedagogical modeling units across the 11 disciplines involved in this effort, and these will be disseminated through standard channel