The Value of Computational Thinking Across Grade Levels

跨年级计算思维的价值

• 批准号: 1020201
• 负责人: Margaret Cozzens
• 金额: $ 185.62万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-07-01 至 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020201&HistoricalAwards=false
• 关键词: Value; Computational; Thinking; Across; Grade

The Value of Computational Thinking (VCT) project combines the talents and resources of STEM professionals at the Rutgers University DIMACS Center, the Consortium for Mathematics and Its Applications (COMAP), Colorado State University, Hobart and William Smith College, the Computer Science Teachers Association, and five partner school districts to develop and test a set of 12 curriculum modules designed to engage high school students and their teachers in the process of applying computational concepts and methods to problem solving in a variety of scientific contexts. The project perspective is that computational thinking can be usefully thought of as a specialized form of mathematical modeling. The product of computational thinking in a particular domain is a model of a situation, a structuring and representation of the situation, that enables computations to be performed to answer questions, solve problems, control processes, predict consequences, or enhance understanding. Since computational thinking is a relatively new construct in STEM and STEM education, there are few available curriculum materials to support instruction intended to develop the understanding, habits of mind, and specific techniques that are involved. The fundamental goal of the VCT project is to answer an engineering research question: "What kinds of instructional materials and learning experiences will develop effective computational thinking skills and attitudes?" The VCT project is applying a design research process involving iterative phases of development, pilot testing, and revision to produce prototype instructional materials that will be useful as stand-alone curriculum modules or when collected into different packages to support full high school courses. Project field test evaluation will provide preliminary evidence about the efficacy of the materials in developing desired student learning.Proponents of computational thinking in STEM and STEM education have argued that it offers a powerful general approach to problem solving in discipline-specific and inter-disciplinary settings. They also argue that, when properly taught, it can provide an effective introduction and attraction to careers in computer science and other computing-intensive fields. Thus the VCT project has a long-term goal of broadening participation in computer science and related technology fields. Materials are being designed with special features to enhance their effectiveness in reaching this objective.

计算思维价值(VCT)项目结合了罗格斯大学DIMACS中心、数学及其应用联盟(COMAP)、科罗拉多州立大学、霍巴特和威廉·史密斯学院、计算机科学教师协会和五个合作学区的STEM专业人员的人才和资源，开发和测试了一套12个课程模块，旨在让高中生及其教师参与在各种科学背景下应用计算概念和方法解决问题的过程。从项目的角度来看，计算思维可以被有效地视为数学建模的一种特殊形式。计算思维在特定领域的产物是一种情景模型，一种情景的结构和表示，它使得能够执行计算来回答问题、解决问题、控制过程、预测结果或增强理解。由于计算思维在STEM和STEM教育中是一个相对较新的概念，因此几乎没有可用的课程材料来支持旨在培养理解、思维习惯和所涉及的具体技术的教学。VCT项目的根本目的是回答一个工程研究问题：什么样的教学材料和学习经验将培养有效的计算思维技能和态度？VCT项目正在应用一个设计研究过程，包括开发、试点测试和修订的迭代阶段，以产生原型教学材料，这些材料将作为独立的课程模块使用，或者当收集到不同的包中以支持完整的高中课程时。项目现场测试评估将提供材料在发展学生期望的学习方面的有效性的初步证据。STEM和STEM教育中的计算思维主张认为，它提供了一种在特定学科和跨学科环境中解决问题的强大的一般方法。他们还认为，如果教授得当，它可以有效地介绍和吸引计算机科学和其他计算密集型领域的职业。因此，虚拟计算机技术项目的长期目标是扩大对计算机科学和相关技术领域的参与。正在设计具有特殊功能的材料，以提高其实现这一目标的有效性。