BPEC: Computational Thinking in STEM: A Whole-School Model for Broadening Participation and Education in Computing

BPEC：STEM 中的计算思维：扩大计算参与和教育的全校模式

• 批准号: 1441041
• 负责人: Kai Orton
• 金额: $ 59.98万
• 依托单位: Northwestern University
• 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: 2014-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1441041&HistoricalAwards=false
• 关键词: BPEC; Computational; Thinking; STEM; Whole

Northwestern University proposes a strategy to introduce all students to computational thinking (CT) skills in a context that highlights the value and relevance of computational methods. The Computational Thinking for All (CT4ALL) approach embeds activities in existing high school science and mathematics classrooms as a way to (a) enhance students' CT skills, (b) infuse modern, computational practices of STEM professionals into existing STEM courses, and (c) broaden the appeal of computing by concretely demonstrating its applicability to diverse fields. The project staff have forged a strong partnership with Chicago Public Schools who are embarking on a district-wide effort to infuse computer science into all of their schools. CT4ALL complements this strategy. The project will work intensively with two schools, both serving predominantly low-income, minority populations. The intended outcome is to develop and share practical knowledge of these implementations working within the substantial constraints of large, resource-limited public high schools.Northwestern will analyze data gathered from student attitude questionnaires, student learning assessments, students' work on capstone projects and teacher attitude surveys to inform this study The project will use a Design Based Implementation Research study to develop and refine a whole-school model of this concept that is guided by the following research questions:(1) what are the CT learning gains for students in the schools;(2) how do students' attitudes toward CT change, particularly for girls and other traditionally underrepresented groups;(3) what are the CT learning gains for the STEM teachers; and(4) to what extent to teachers' confidence, interest, and attitudes towards CT change as a result of their participation?

西北大学提出了一项策略，在强调计算方法的价值和相关性的背景下向所有学生介绍计算思维（CT）技能。全民计算思维 (CT4ALL) 方法将活动嵌入现有的高中科学和数学课堂，以 (a) 提高学生的 CT 技能，(b) 将 STEM 专业人员的现代计算实践融入现有的 STEM 课程，以及 (c) 通过具体展示计算在不同领域的适用性来扩大计算的吸引力。项目工作人员与芝加哥公立学校建立了牢固的合作伙伴关系，芝加哥公立学校正在开展全学区范围内的努力，将计算机科学融入所有学校。 CT4ALL 补充了这一策略。该项目将与两所学校密切合作，这两所学校主要为低收入、少数族裔人群服务。预期的结果是在大型、资源有限的公立高中的实质性限制下开发和分享这些实施的实践知识。西北大学将分析从学生态度调查问卷、学生学习评估、学生在顶点项目中的工作和教师态度调查中收集的数据，为本研究提供信息。该项目将使用基于设计的实施研究来开发和完善这一概念的全校模型，该模型以以下研究问题为指导：（1）什么是 学校学生的 CT 学习收益；(2) 学生对 CT 的态度如何变化，特别是女孩和其他传统上代表性不足的群体；(3) STEM 教师的 CT 学习收益是什么； (4) 教师对 CT 的信心、兴趣和态度因参与而发生多大程度的改变？