Collaborative Research: ET-ECS: Electronic Textiles for Exploring Computer Science with High School Students & Teachers to Promote Computational Thinking and Participation for

该项目推动了学生和教师创新技术体验(ITEST)计划的努力，以更好地了解和促进实践，提高学生在科学、技术、工程或数学(STEM)领域追求职业生涯的动机和能力(STEM，通过产生经验结论和/或研究工具，帮助了解哪些模式和对K-12学生和教师的干预最有可能提高未来STEM和STEM相关劳动力的能力。该项目将开发、实施和测试一个使用电子纺织品的扩展单元，用于探索计算机科学(ECS)课程，目前正在全国各地的高中实施，提供现有机器人单元的替代方案，该单元可以吸引和招募更多的女孩，并解决长期以来计算机领域缺乏女性和少数族裔的问题。在过去的十年里，获得计算机学士学位的女性人数一直在稳步下降，这一比例从2002年的27.5%下降到2012年的18.2%，延续了美国一些州没有女性高中生参加CS考试的趋势。随着当前将CS教育重新引入K-12学校的努力，非常需要精心开发的课程材料，向高中学生介绍关键的CS概念和实践，这些概念和实践的内容也丰富多样，可以拓宽高中学生对计算和CS职业抱负的看法，并与教师专业发展相结合。该项目将主要在洛杉矶联合学区(LAU.S.)和费城学区(SDP)进行，费城学区是美国最大的两个公立学区，学生服务不足的比例很高。研究还发现，大量的低收入有色人种学生开设了被标记为CS的课程，但他们的课程除了键盘和其他基本计算技能外，几乎没有其他内容。很少有学校提供严格的计算机科学课程，但当它们开设时，它们位于富裕的社区，很少有女孩或有色人种学生。洛杉矶联合学区(LAU.S.)ECS的学生显示出高参与率，这与学区的人口统计数据密切相关。2013-14学年，超过2500名洛杉矶联合大学的学生就读于ECS；73%的学生是拉丁裔，11%的非裔美国人，7%的亚裔，8%的白人和46%的女性。没有其他全国性的计算机科学课程能吸引如此多样化的学生。该基金的目标是(1)开发强大的课程材料，供广大教师和学生使用，特别是在服务不足的社区；(2)提供证据，证明学生不仅可以学习关键的CS概念和电子纺织品实践，还可以拓宽他们对计算机和STEM职业抱负的看法；(3)展示和传播学生最终的电子纺织品设计的比赛的另一种模式；以及(4)试点教师专业发展。我们的跨学科团队擅长于解决CS的公平性和多样性问题，将汇集课程设计、计算机科学和学习科学的专业知识。CS课程将由六个单元组成，涵盖：人机交互、问题解决、网页设计、编程入门(Scratch)、计算和数据分析以及机器人学。本课程的教学设计将采用探究式教学实践，让所有学生都有机会探索、设计调查、批判性思考、测试解决方案和解决实际问题。这些与计算思维的链接还将把ECS与共同核心国家标准和下一代科学标准联系起来。ECS的一个关键部分将是一个专业发展(PD)计划，该计划将建立和支持一个持续的教师学习社区。ECS PD项目将持续两年，包括两个为期一周的夏季学院和每个季度的周六研讨会。ECS PD的主要特点包括：(1)沉浸于探究和以公平为基础的实践；(2)专注于教师的教学实践，通过教师-学习者-观察者模式，教师在与其他教师的汇报会议上轮流以小组反馈的方式计划和授课；以及(3)发展持续的专业学习。ECS课程的拟议开发和教师专业发展将使用中学生的电子纺织品，以支持他们学习计算机科学、CS概念和实践，并拓宽他们对计算的认识。该项目将与先前开发和试行入门和高级电子纺织活动的基础工作结合起来，根据现有的电子纺织课程介绍电子纺织的概念和做法，以促进计算思维。

This project advances efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM by producing empirical findings and/or research tools that contribute to knowledge about which models and interventions with K-12 students and teachers are most likely to increase capacity in the STEM and STEM cognate intensive workforce of the future. The project will develop implement, and test an expansion unit using electronic textiles for the Exploring Computer Science (ECS) curriculum that is currently implemented in high schools across the nation by providing an alternative to the existing robotics unit that can appeal and recruit larger group of girls and address the longstanding lack of women and minorities in computing. Over the last decade, there has been a steady decline in the number of women earning bachelor's degrees in computing, with the percentage decreasing from 27.5% in 2002 to 18.2% in 2012, continuing a trend where in some US states no female high school students took the Advanced Placement in CS exam. With the current push to re-introduce CS education into the K-12 schools, there is a great need for carefully developed curriculum materials that introduce high school students to key CS concepts and practices that are also rich and diverse in content that can broaden high school students' perceptions of computing and CS career aspirations coupled together with teacher professional development. The project will mainly take place in the Los Angeles Unified School District (LAUSD) in addition to the School District of Philadelphia (SDP), two of the largest public school districts in the country with high percentages of underserved students. The study also uncovered that high numbers of low-income students of color were offering courses labeled as CS, but their coursework included little other than keyboarding and other basic rudimentary computing skills. Rarely did schools offer rigorous computer science courses, but when they did, they were located in affluent communities and included few girls or students of color. Los Angeles Unified School district (LAUSD) students in ECS reveal high participation rates that closely mirror District demographics. In 2013-14, over 2500 LAUSD students enrolled in ECS; 73% of the students were Latino, 11% African American, 7% Asian, 8% White, and 46% female. There are no other nationwide computer science programs that have attracted such diverse students. The grant's goals will be (1) to develop robust curricular materials that are accessible to a large group of teachers and students, particularly in underserved communities, (2) to provide evidence that students not only can learn key CS concepts and practices with electronic textiles but also broaden their perspectives of computing and STEM career aspirations, (3) to illustrate an alternative model to competitions for showcasing and disseminating students' final e-textile designs and (4) to pilot teacher professional development. Our interdisciplinary team, versed in addressing issues of equity and diversity in CS, will bring together expertise from curriculum design, computer science, and learning sciences. The CS curriculum will be consisted of six units covering: Human-Computer Interaction, Problem-Solving, Web Design, Introduction to Programming (Scratch), Computing and Data Analysis, and Robotics. The instructional design of the course will adopt inquiry-based teaching practices so that all students are given opportunities to explore, design investigations, think critically, test solutions, and solve real problems. These links to computational thinking will also connect ECS to the Common Core State Standards and Next Generation Science Standards. A key part of ECS will be a professional development (PD) program that builds and supports an on-going teacher learning community. The ECS PD program will spans two years with a combination of two summer week-long institutes and quarterly Saturday workshops. The key features of ECS PD will include: (1) immersion into inquiry and equity-based practices; (2) a focus on teachers' instructional practice done through a teacher-learner-observer model, where teachers take turns planning and delivering lessons in teams with feedback in debrief sessions with fellow teachers; and (3) development of an on-going professional learning. The proposed development of the ECS curriculum and teacher professional development will use electronic textiles with middle and high school students to support their learning of computer science CS concepts and practices and their broadening of perceptions of computing. The project will be leveraged with previous foundational work that developed and piloted introductory and advanced electronic textile activities to introduce CS concepts and practices in line with the existing ECS curriculum to promote computational thinking.