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已经发生了范式转变，但这种变化还没有以系统的方式进入课堂。计算建模已经改变了科学研究的方式，现在是大多数学科中实验和理论的完全合作伙伴。尽管建模很重要，但是科学专业的学生不了解建模的基础知识，在应用中犯了根本性的错误，并且在使用建模作为工具来解决复杂的跨学科问题方面准备不足。奥伯林学院提议改变这一现状，并做好了这样做的准备。通过将动态系统建模引入11个科学学科的入门课程，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。与中高级水平的后续努力相结合，学院将改变大多数理科生对解决复杂问题的看法。奥伯林将得到密歇根大学复杂系统研究中心的教师和研究生的帮助，建立两所大学之间充满活力的关系。与两位全国公认的建模专家建立的联系将有助于锚定工作并给予外部视角。近年来，奥伯林大学有十几名教师活跃在这一领域，他们将成为完成这一系统性变革的首批人员之一。从事计算建模的教师队伍将通过广泛的资助活动扩大。通过使用动态系统建模，学院将实现该项目的五个目标：将计算思维融入科学课程；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提供跨学科的教学和课程开发机会；评估、修改和传播最成功的组成部分。奥伯林大学（Oberlin）是全美培养出最多获得博士学位的本科院校。S的建模教育学项目将产生强大的乘数效应，因为其毕业生将带着新的建模范式进入学术界和其他高影响力的职业。这群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、经济学、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都与模型打交道的学生将有能力解决社会和前沿科学问题。这个项目也将产生一个关键的公开可用的软件，用于建模教学和研究。其他产品将包括跨11个学科的教学建模单元，这些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