CER: DEPICT: Developing Elementary (Learning) Progressions to Integrate Computational Thinking

CER：DEPICT：发展基本（学习）进程以整合计算思维

• 批准号: 1240985
• 负责人: Diana Franklin
• 金额: $ 59.99万
• 依托单位: University of California-Santa Barbara
• 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: 2012-11-01 至 2017-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1240985&HistoricalAwards=false
• 关键词: CER; DEPICT; Developing; Elementary; Learning

The University of California, Santa Barbara proposes to discover low anchor points and develop learning progressions for computational thinking and related computer science concepts. These learning progressions are a necessary step towards the integration of computational thinking and computer science concepts into K-12. The project staff will develop two curricula - one for grades 2-6 and one for grades 4-6. The curricula and learning progressions will iteratively inform one another. Further, the curricula will be a proof of concept that students can develop computational thinking skills in a way that reinforces other academic subjects and their own culture, and provide a practical way for teachers to begin teaching computer science at different entry points within grades 2-6.Computing has infiltrated almost all corners of life and is an increasingly important part of driving innovation, and the next generation of inventors need to understand how to develop and use software. The ability to analyze and express problems in a way compatible with software solutions, or computational thinking, will become critical in modern society. This work has the potential to revolutionize how computer science is taught in elementary schools by showing how these computational thinking skills can be developed in three or six years while supporting education in the existing curriculum. In addition, the resulting curricular materials will be developed with diverse students as the targets. First, the project staff will explore the prior knowledge that students with different backgrounds have, leading to everyday examples that are more accessible and meaningful to diverse students. Second, the content delivery will use the latest research in teaching diverse students computer science concepts.

加州大学圣巴巴拉分校建议发现低锚点，并开发计算思维和相关计算机科学概念的学习进展。这些学习进展是将计算思维和计算机科学概念整合到K-12中的必要步骤。项目工作人员将制定两门课程--一门针对2-6年级，另一门针对4-6年级。课程设置和学习进度将反复相互通报。此外，这些课程将证明学生可以通过加强其他学科和自己的文化的方式发展计算思维技能，并为教师提供一种实用的方式，从2-6年级的不同入口点开始教授计算机科学。计算已经渗透到生活的几乎所有角落，并成为推动创新的越来越重要的部分，下一代发明家需要了解如何开发和使用软件。在现代社会，以与软件解决方案或计算思维兼容的方式分析和表达问题的能力将变得至关重要。这项工作有可能革命性地改变小学教授计算机科学的方式，展示如何在支持现有课程中的教育的同时，在三到六年内培养这些计算思维技能。此外，所产生的课程材料将以不同的学生为目标进行开发。首先，项目工作人员将探索不同背景的学生所拥有的先验知识，从而产生对不同学生更容易理解和更有意义的日常例子。第二，内容传递将使用最新的研究向不同的学生讲授计算机科学的概念。