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oDREAMS: Promoting Computational Thinking through Game & Simulation Design

oDREAMS：通过游戏促进计算思维

基本信息

批准号：
1312129
负责人：
Alexander Repenning
金额：
$ 192万
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：
2013
资助国家：
美国
起止时间：
2013-08-01 至 2018-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1312129&HistoricalAwards=false
关键词：
oDREAMS Promoting Computational Thinking through

项目摘要

This is a four-year Information Technology Experiences for Students and Teachers (ITEST) scale-up project aimed at developing Computational Thinking (CT) with 200 teachers and 15,000 middle school students in nine states' diverse learning environments, such as urban, remote rural areas, and Native American communities. Embedded in existing computing education and STEM courses, the project-developed curriculum--Scalable Game Design (SGD)--introduces students to CT through game design and advances them to STEM simulation design. The project builds on a previous NSF-funded ITEST effort, which suggests that a combination of professional development (PD) types (face-to-face, online, and blended) using SGD can result in high participation of diverse students with high degrees of motivation across gender and ethnicity. The study's key goal is to determine the extent to which the use of three models of PD for teaching CT support classroom teaching and student learning, motivation, and performance; thus a replicable model for scaling-up CT education. Framed within a scale-up working theory that identifies capacity, reach, and sustainability as fundamental requirements, the key research question is: How do face-to-face, online, and blended professional PD models for teaching computing support classroom and student learning outcomes in various school contexts? To address this question, the project (a) develops a highly adoptable middle-school CT curriculum (a structured expansion of SGD) that addresses issues of access, capacity, replicability, fidelity, and cost), integrated into existing computer education and STEM courses; (b) creates a scalable set of game-design activities so that students with no programming background can produce complete and exciting games; (c) builds computational instruments that analyze student-produced projects for CT skills; and (d) investigates the interaction of pedagogical approaches and students' motivational levels, so that teachers can broaden participation. To assess motivation across gender and ethnicity, the study employs established valid and reliable motivation instruments. To measure performance, the project uses Computational Thinking Pattern Analysis, an embedded assessment instrument that measures computational thinking patterns, illustrates divergence between tutorial and student projects, and computes learning trajectories from students' projects.The project's key outcome is a research-informed and field-tested scalable prototype to promote middle and high school CT based on game and STEM simulation design.

这是一个为期四年的学生和教师信息技术体验(ITEST)扩大项目，旨在发展计算思维(CT)，有200名教师和15,000名中学生，在9个州的不同学习环境中，如城市、偏远农村地区和美洲原住民社区。项目开发的课程--可伸缩游戏设计(SGD)嵌入到现有的计算机教育和STEM课程中，通过游戏设计向学生介绍CT，并推动他们进行STEM仿真设计。该项目建立在之前NSF资助的ITEST工作的基础上，该工作表明，结合使用SGD的职业发展(PD)类型(面对面、在线和混合)可以导致不同学生的高度参与，这些学生具有跨性别和种族的高度动机。这项研究的主要目标是确定使用三种模式的PD来教授CT在多大程度上支持课堂教学和学生的学习、动机和表现；从而形成一个可复制的CT教育模式。在将容量、覆盖范围和可持续发展确定为基本要求的扩展工作理论框架内，关键的研究问题是：面对面、在线和混合的专业PD计算教学模式如何在不同的学校环境中支持课堂和学生的学习结果？为了解决这一问题，该项目(A)开发了一个易于采用的中学CT课程(SGD的结构化扩展)，解决了获取、容量、可复制性、保真度和成本等问题，并整合到现有的计算机教育和STEM课程中；(B)创建了一套可扩展的游戏设计活动，使没有编程背景的学生能够制作完整而令人兴奋的游戏；(C)建立计算工具，分析学生制作的CT技能项目；以及(D)调查教学方法和学生动机水平的相互作用，以便教师能够扩大参与。为了评估不同性别和种族的动机，这项研究使用了既定的有效和可靠的动机工具。为了衡量表现，该项目使用计算思维模式分析，这是一种嵌入式评估工具，衡量计算思维模式，说明教程和学生项目之间的分歧，并计算学生项目的学习轨迹。该项目的关键成果是一个研究知情和现场测试的可扩展原型，以促进基于游戏和STEM模拟设计的初中和高中CT。