权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Type II: CT4TC - Computational Thinking for Teaching Computing: Validating a Theory of Broadening Participation

类型 II：CT4TC - 计算教学的计算思维：验证扩大参与的理论

基本信息

批准号：
1138526
负责人：
Alexander Repenning
金额：
$ 150万
依托单位：
University of Colorado at Boulder
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2012
资助国家：
美国
起止时间：
2012-01-01 至 2015-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1138526&HistoricalAwards=false
关键词：
Type II CT4TC Computational Thinking

项目摘要

The University of Colorado proposes Computational Thinking for Teaching Computing (CT4TC) to develop a Computational Thinking (CT) empowered 21st century workforce by extending and validating the the research base of an iDREAMS strategy project. The iDREAMS project developed the Scalable Game Design curriculum that has been embedded in existing courses and used to introduce students to computational thinking through game and STEM simulation design. CT4TC will explore the influence of mediation as a pedagogical and scaffolding approach employed by teachers to implement Scalable Game Design curriculum, and assess subsequent impact on student motivation, performance and ownership.This effort will have two expected outcomes. First, CT4TC will verify a theory of broadening participation in computing. The project staff will explore the influence of mediation as pedagogical and scaffolding approaches employed by teachers as they implement Scalable Game Design curricula, and assess subsequent impact on student motivation, performance and ownership. Gender and ethnicity-specific effects of scaffolding approaches employed by teachers will be systematically researched and validated. Second, CT4TC will deliver CT education with measurable learning outcomes. Measurable learning outcomes are essential to an iterative design approach based on providing feedback to professional development models. The Computational Thinking Pattern Analysis, developed by the iDREAMS project, employs a unique Latent Semantic Analysis inspired mechanism of computationally analyzing games and STEM simulations submitted by students.The project will bring CT education to K-12 students in tech hub, urban, remote rural, and Native American communities. The focus of this investigation will be at the middle school level in computer education and STEM (mostly Science and Math) courses.

科罗拉多大学提出了计算思维教学计算（CT 4 TC）开发计算思维（CT）授权的21世纪世纪劳动力通过扩展和验证的iDREAMS战略项目的研究基础。iDREAMS项目开发了可扩展的游戏设计课程，该课程已嵌入现有课程，并用于通过游戏和STEM模拟设计向学生介绍计算思维。CT 4 TC将探讨中介作为教师在实施可扩展游戏设计课程时采用的教学和支架方法的影响，并评估其对学生动机，表现和所有权的影响。这项工作将有两个预期结果。首先，CT 4 TC将验证扩大参与计算的理论。项目工作人员将探讨教师在实施可扩展游戏设计课程时采用的教学和支架方法的影响，并评估对学生动机，表现和所有权的后续影响。将系统地研究和验证教师采用的脚手架方法对性别和种族的具体影响。第二，CT 4 TC将提供具有可衡量学习成果的CT教育。可衡量的学习成果是必不可少的迭代设计方法的基础上提供反馈的专业发展模式。由iDREAMS项目开发的计算思维模式分析采用了独特的潜在语义分析启发机制，对学生提交的游戏和STEM模拟进行计算分析。该项目将为科技中心，城市，偏远农村和美国原住民社区的K-12学生提供CT教育。本次调查的重点将是在计算机教育和STEM（主要是科学和数学）课程的中学水平。