Type 1: Casting a Wide Net: Applied Computational Thinking

西北大学建议开发计算思维（CT）活动，可以嵌入现有的高中STEM课程。该方法广泛撒网，通过他们已经参加的STEM课程向各种学生（包括传统上代表性不足的群体）介绍CT技能。其目的是让学生了解计算不仅仅是编程，它是现代STEM领域的一项重要技能。除了嵌入式CT活动外，该项目还将开发一个全年课程，探索在数学，物理，化学，生物学和地球/环境科学等一系列学科中使用计算方法。该项目建立在与当地学校和教师的现有合作伙伴关系以及NSF GK 12计划“Reach for the Stars”的基础上，该计划将CS/STEM学科的研究生与当地初中和高中教师配对，以根据研究生的研究开展CT活动。目前的提案将使用这一丰富的初始CT活动集作为开发60个细化CT活动的起点，这些活动可以嵌入传统的STEM课程。两个夏季专业发展研讨会和正在进行的周六会议将用于培训一个由30名试点教师组成的团队，在他们的STEM教室中测试CT活动。这些专业发展资源，然后将被修改为我们的CT课程的大规模复制。评估研究将记录教师和学生的CT学习和态度收益，并提供初步证据证明我们嵌入式CT方法的成功。

Northwestern University proposes to develop computational thinking (CT) activities that can be embedded throughout existing high school STEM curricula. The approach casts a wide net, introducing a diverse range of students (including those from traditionally underrepresented groups) to CT skills through STEM courses that they are already taking. The intent is that students understand that computing is more than programming, it is a vital skill set that pervades modern STEM fields. In addition to the embedded CT activities, the project will develop a full-year course that explores the use of computational methods across a range of disciplines including math, physics, chemistry, biology, and earth/environmental science. This project builds on existing partnerships with local schools and teachers and on an NSF GK12 program, Reach for the Stars, that pairs graduate students in CS/STEM disciplines with local middle and high school teachers to develop CT activities based on the graduate students' research. The current proposal will use this rich set of initial CT activities as a starting point for developing 60 refined CT activities that can be embedded in traditional STEM courses. Two summer professional development workshops and ongoing Saturday sessions will be used to train a team of 30 pilot teachers to test the CT activities in their STEM classrooms. These professional development resources will then be revised for larger-scale replication of our CT curriculum. Evaluation studies will document the CT learning and attitudinal gains for both teachers and students and provide initial evidence on the success of our embedded CT approach.