SBIR Phase I: REACT: Fostering Computational Thinking through Real-time Classroom Learning Assessment

SBIR 第一阶段：REACT：通过实时课堂学习评估培养计算思维

• 批准号: 1345523
• 负责人: Ashok Basawapatna
• 金额: $ 15万
• 依托单位: AGENTSHEETS INC
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2014-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1345523&HistoricalAwards=false
• 关键词: SBIR; Phase; REACT; Fostering; Computational

This SBIR Phase I project proposes to build a Cyberlearning tool called REACT (Real Time Evaluation and Assessment of Computational Thinking) based on a highly innovative assessment methodology that will help teachers with computer science education. There is growing interest in having more students exposed to computer science and in broadening STEM participation for women and minority students. However, the question is one of how. Research by the REACT team - conducted in diverse innercity, remote rural and Native American communities - indicates that: a) a well-defined strategy exists that can make computer science education work in public schools, and b) it is difficult to create the classroom environment needed to support the highly engaging and educational pedagogical approaches that form the heart of this strategy. Open ended projects can be highly inspiring to students across genders and ethnic groups. It is proposed to build and evaluate a cyberlearning tool that will assess student-built games (or simulations) and provide the teacher with feedback on what students are actually learning in real time. This feedback is an embedded, formative assessment that gives the teacher important information directly from their students' programs and enables teachers to make crucial instructional decisions during lessons. The broader/commercial impact includes the benefits of embedded assessment - that is, assessment that taps directly into student created projects instead of soliciting information from students through tests. Part of the assessment problem is that it is difficult to extract meaningful information from design artifacts. In the case of game design, it is most useful to extract information from the programs and games themselves. REACT employs a highly innovative pattern matching approach called Computational Thinking Pattern Analysis (CTPA). CTPA can find patterns that are relevant to game design as well as computational science modeling. A successful embedded, formative assessment of design-based artifacts like programs could advance learning sciences and significantly enhance in-class and online learning by creating closed loop learning environments presenting real time information to students and teachers. REACT could result in an important tipping point because embedded, formative assessment provides crucial information to teachers as they are making crucial instructional decisions. This could be highly relevant to broadening participation in computer science learning. A teacher using a supportive Cyberlearning approach would be able to better engage and motivate female and underserved populations. This increased engagement could significantly scale up the exposure of students to computer science education.

这个SBIR第一阶段项目建议建立一个网络学习工具，称为反应（真实的时间评估和评估计算思维）的基础上，一个高度创新的评估方法，这将有助于教师与计算机科学教育。人们越来越有兴趣让更多的学生接触计算机科学，并扩大妇女和少数民族学生的STEM参与。然而，问题是如何做到这一点。REACT团队的研究-在不同的内城，偏远的农村和美洲原住民社区进行-表明：a）存在一个定义明确的战略，可以使计算机科学教育在公立学校工作，和B）很难创建所需的课堂环境，以支持高度参与和教育教学方法，形成这一战略的核心。开放式项目对不同性别和种族的学生都有很大的启发性。建议建立和评估一个网络学习工具，将评估学生建立的游戏（或模拟），并为教师提供反馈，学生实际上是在真实的时间学习。这种反馈是一种嵌入式的形成性评估，它直接从学生的课程中为教师提供重要信息，并使教师能够在课堂上做出关键的教学决定。 更广泛的/商业影响包括嵌入式评估的好处--即直接利用学生创建的项目的评估，而不是通过测试从学生那里征求信息。评估问题的一部分是很难从设计工件中提取有意义的信息。在游戏设计的情况下，从程序和游戏本身提取信息是最有用的。REACT采用了一种高度创新的模式匹配方法，称为计算思维模式分析（CTPA）。CTPA可以找到与游戏设计以及计算科学建模相关的模式。一个成功的嵌入式，形成性评估的设计为基础的工件，如程序可以推进学习科学和显着提高课堂和在线学习，通过创建闭环学习环境呈现真实的时间信息给学生和教师。REACT可能会导致一个重要的转折点，因为嵌入式形成性评估为教师在做出关键教学决策时提供了关键信息。这可能与扩大计算机科学学习的参与高度相关。教师使用支持性网络学习方法将能够更好地吸引和激励女性和得不到充分服务的人群。这种参与度的增加可以显着扩大学生对计算机科学教育的接触。