Computer Science in Secondary Schools (CS3): Studying Context, Enactment, and Impact

中学计算机科学（CS3）：研究背景、实施和影响

• 批准号: 1418149
• 负责人: Daisy Rutstein
• 金额: $ 284.62万
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-08-01 至 2019-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1418149&HistoricalAwards=false
• 关键词: Computer; Science; Secondary; Schools; CS3

Computational thinking is an important set of 21st century knowledge and skills that has implications for the heavily technological world in which we live. Multiple industries indicate the under supply of those trained to be effective in the computer science workforce. In addition, there are increasing demands for broadening the participation in the computer science workforce by women and members of minority populations. SRI International will examine the relationships among the factors that influence the implementation of the Exploring Computer Science (ECS), a pre-Advanced Placement curriculum that prepares students for further study in computer science. SRI will work in partnership with the ECS curriculum developers, teachers, and the nonprofit Code.org who are involved in the scaling of ECS. This study elucidates how variation in curricular implementation influences student learning and determines not only what works, but also for whom and under what circumstances.SRI will conduct a pilot study in which they develop, pilot, and refine measures as they recruit school districts for the implementation study. The subsequent implementation study will be a 2 year examination of curriculum enactment, teacher practice, and evidence of student learning. Because no comparable curriculum currently exists, the study will examine the conditions needed to implement the ECS curriculum in ways that improve student computational thinking outcomes rather than determine whether the ECS curriculum is more effective than other CS-related curricula. The study will conduct two kinds of analyses: 1) an analysis of the influence of ECS on student learning gains, and 2) an analysis of the relationship between classroom-level implementation and student learning gains. Because of the clustered nature of the data (students nested within classrooms nested within schools), the project will use hierarchical linear modeling to examine the influence of the curriculum.

计算思维是21世纪世纪的一组重要知识和技能，对我们生活的高科技世界具有重要意义。多个行业表明，那些受过有效培训的计算机科学劳动力供应不足。此外，越来越多的人要求扩大妇女和少数民族成员对计算机科学劳动力的参与。SRI国际将研究影响探索计算机科学（ECS）的实施的因素之间的关系，ECS是一个预科课程，为学生进一步学习计算机科学做好准备。SRI将与ECS课程开发人员，教师和参与ECS扩展的非营利组织Code.org合作。这项研究阐明了课程实施的变化如何影响学生的学习，并确定不仅是什么工作，但也为谁，在什么情况下。SRI将进行一项试点研究，他们开发，试点，并完善措施，因为他们招募学区的实施研究。 随后的实施研究将是一个为期2年的课程制定，教师的做法，学生学习的证据检查。由于目前还没有类似的课程，本研究将研究实施ECS课程所需的条件，以提高学生的计算思维成果，而不是确定ECS课程是否比其他CS相关课程更有效。本研究将进行两种分析：1）分析ECS对学生学习收益的影响，2）分析课堂实施与学生学习收益之间的关系。 由于数据的聚类性质（学生嵌套在教室内嵌套在学校内），该项目将使用分层线性模型来检查课程的影响。