RAPID: Developing Computational Thinking through Digital Storytelling: Coping with the Effects of the Oil Spill

这一提议的双重动机是为了解决国家认识到的需要，即培养一批精通计算的世纪劳动力，以及应对深水地平线漏油事件的情感影响的迫切需要。人们越来越认识到计算思维的重要性，计算思维是一套从计算学科中汲取思想的策略、技能和能力。这些技能对于理解和解决计算机科学领域以外的各种环境中的问题非常有价值，可以帮助学生在全球创新经济中具有竞争力。自2010年4月深水地平线钻井平台爆炸以来，石油开始涌入墨西哥湾，墨西哥湾沿岸沿着的个人，家庭和社区一直受到生计，健康，和他们的直接环境。面对2.06亿加仑的石油，水、渔业和旅游业都出现了衰退。该区域受影响的学生在灾难发生的大部分时间里都不在学校，当他们返回时，许多人可能没有机会与同龄人分享他们的个人经历。虽然漏油被阻止了，但后遗症仍然隐约可见。现在时机已经成熟，可以帮助学生记录、反思和处理灾难的细节，他们对灾难的情感反应，以及富有成效的科普方法，并在事故发生的直接环境中研究泄漏。（98%的少数民族人口）在新奥尔良，路易斯安那州，开发，实施和研究新的教学材料，将计算思维的培养纳入社会和情感学习的背景下。 具体而言，战略目标如下：开发面向社会和情感学习背景下的计算思维培养的新教材。SA 2.研究这些材料在非正式环境中与学生一起使用时，培养计算能力和支持情感反思的潜力。这些战略目标将利用名义小组技术，半结构化访谈和工件分析进行评估。大多数社会情感学习或应对方案与学术背景分离，而许多计算思维方案缺乏有意义的背景。这项研究的智力价值是一个新的计划，融合了二十一世纪世纪的学习技能与社会和情感学习，可以改变学生参与这些领域的方式。更广泛的影响，在某种程度上，是一个课程框架，将通过一个在线网站，为有兴趣支持学生建立计算思维技能的教师传播这些领域的融合。此外，随着Scratch在网上可用，学生们将在云中编程，并开始参与我们国家的网络基础设施。

The dual motivations for this proposal are to address a nationally recognized need to prepare a computationally savvy 21st Century workforce, and the immediate need to respond to the emotional impact of the Deepwater Horizon Oil Spill. There is a growing recognition of the importance of computational thinking, a set of strategies, skills, and capacities that draw on ideas from the computing disciplines. These skills are valuable for understanding and solving problems in a wide range of contexts beyond the field of computer science, and can help students to be competitive in the global innovation economy.Since the Deepwater Horizon rig exploded in April 2010 and oil began gushing into theGulf of Mexico, individuals, families, and communities along the coast of the Gulf have been stressed by threats to their livelihoods, their health, and their immediate environment. Confronted with 206 million gallons of oil, the water, fishing and tourism industries took a downturn. Impacted students in the region were not in school during much of the time of the disaster, and when they returned, many may not have had the opportunity to share their personal experiences with their peer groups. Although the spill was stopped, the aftereffects still loom. The time is ripe, then, to aid students in documenting, reflecting, and grappling with the specifics of the disaster, their emotional responses to it, and productive ways to cope, as well as study the spill in the immediate environment in which it is taking place.In this project, the PI partners with an urban elementary school site ( 98% minority population) in New Orleans, Louisiana, to develop, implement, and study new instructional materials that place the cultivation of computational thinking into the context of social and emotional learning. More specifically, the strategic aims are the following:-SA1. Develop new instructional materials geared toward the cultivation of computational thinking in the context of social and emotional learning.-SA2. Study the potential of these materials to develop computational competencies and support emotional reflection when utilized with students in an informal setting.These strategic aims will be assessed utilizing nominal group techniques, semi-structured interviews, and artifact analysis. Most social-emotional learning or coping programs are separated from the academic context, while many computational thinking programs are devoid of meaningful context. The intellectual merit of this research is a new program that fuses twenty first century learning skills with social and emotional learning which can transform the way students engage with each of these areas. The broader impact, in part, is a curricular framework for blending these areas that will be disseminated through an online website for teachers interested in supporting students in building computational thinking skills. Further, as Scratch becomes available online, students will be programming in the cloud, and begin to participate in our nation's cyberinfrastructure.