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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经验（ITEST）扩大项目，旨在与九个州的不同学习环境（如城市，偏远农村地区和美洲原住民社区）的200名教师和15，000名中学生一起发展计算思维（CT）。嵌入现有的计算教育和STEM课程，项目开发的课程-可扩展的游戏设计（SGD）-通过游戏设计向学生介绍CT，并将其推进到STEM模拟设计。该项目建立在以前NSF资助的ITEST工作的基础上，该工作表明，使用SGD的专业发展（PD）类型（面对面，在线和混合）的组合可以导致不同性别和种族的学生的高度参与。该研究的主要目标是确定在何种程度上使用PD的三种模式，用于教学CT支持课堂教学和学生的学习，动机和性能，从而扩大CT教育的可复制的模型。在一个规模扩大的工作理论，确定能力，覆盖面和可持续性的基本要求，关键的研究问题是：如何做面对面，在线和混合专业PD模型教学计算支持课堂和学生的学习成果在各种学校环境？为了解决这个问题，项目（a）开发了一个高度可采用的中学计算机技术课程（SGD的结构化扩展），解决访问、容量、可复制性、保真度和成本问题），整合到现有的计算机教育和STEM课程中;（B）创建一组可扩展的游戏设计活动，以便没有编程背景的学生可以制作完整和令人兴奋的游戏;（d）研究教学方法与学生动机水平的互动关系，让教师能扩阔参与面。为了评估跨性别和种族的动机，该研究采用了有效和可靠的动机工具。该项目使用计算思维模式分析（Computational Thinking Pattern Analysis）来衡量绩效，这是一种嵌入式评估工具，可以测量计算思维模式，说明辅导项目和学生项目之间的差异，并计算学生项目的学习轨迹。该项目的主要成果是一个基于研究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。