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

• 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

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用于教学计算的计算思维（CT4TC），以开发一种计算思维（CT），通过扩展和验证IDREAMS策略项目的研究基础，授权21世纪劳动力。 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中，并用于通过游戏和STEM模拟设计向学生介绍计算思维。 CT4TC将探讨调解作为教师实施可扩展游戏设计课程的一种教学和脚手架方法的影响，并评估随后对学生的动机，表现和所有权的影响。这项工作将有两种预期的结果。首先，CT4TC将验证扩大参与计算的理论。 项目人员将探索调解作为教师实施可扩展游戏设计课程时采用的教学和脚手架方法的影响，并评估随后对学生动机，表现和所有权的影响。教师采用的脚手架方法的性别和民族特异性影响将进行系统的研究和验证。其次，CT4TC将通过可衡量的学习成果进行CT教育。 可衡量的学习成果对于基于向专业发展模型提供反馈的迭代设计方法至关重要。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，灵感启发了计算分析的游戏和由学生提交的STEM模拟的机制。该项目将为技术枢纽，城市，偏远农村和美洲原住民社区的K-12学生带来CT教育。这项调查的重点将在计算机教育和STEM（主要是科学和数学）课程方面的中学一级。