Investigating Conceptual Foundations for a Transdisciplinary Model Integrating Computer Science into the Elementary STEM Curriculum

研究将计算机科学融入基础 STEM 课程的跨学科模型的概念基础

• 批准号: 1542842
• 负责人: Lisa Milenkovic
• 金额: $ 124.99万
• 依托单位: School Board of Broward County Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-01-01 至 2019-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1542842&HistoricalAwards=false
• 关键词: Investigating; Conceptual; Foundations; Transdisciplinary; Model

Computing has become an integral part of the practice of in modern science, technology engineering, and mathematics (STEM) fields. As a result, the STEM+Computing Partnership (STEM+C) program seeks to integrate the use of computational approaches in K-12 STEM teaching and learning and understand how this integration can improve STEM learning, engagement, and persistence. Computational Thinking (CT) is a relatively new educational focus and a clear need for learners as a 21st century skill. This prokect will address this challenging new area for young learners, an area greatly in need of research and learning materials. Broward County Schools' literacy and curriculum coordinator team will work with their staff and teachers to develop Problem Based Learning (PBL) integrated Computer Science (CS) and science, technology, engineering and mathematics (STEM) modules, and professional development materials around these modules. A University of Chicago research team will conduct strong research studies to evaluate the effectiveness of these materials and what contributes to that effectiveness. The collaboration with the well known non profit Code.org leads to strong potential for wide dissemination of materials, as the Code.org site is used very frequently by teachers and after-school/informal educators to obtain instructional materials.In a partnership between Broward County Public Schools (FL), researchers at the University of Chicago, and Code.org, the Principal Investigators propose to integrate Computer Science (CS) and science, technology, engineering and mathematics (STEM) at the grade 3-5 level within the literacy block of the school day. This period is when the science curriculum is covered, in units that currently cover integrated content in science, technology, engineering and mathematics. They plan to add 6 Problem Based Learning (PBL) units to this curriculum that integrate CS and STEM. They will reach 84 grade 3 - 5 classrooms at 14 schools. They will pilot the modules 14 schools, and later, conduct an efficacy trial with approximately 84 teachers and 1680 students in each condition (modules, no modules). They will measure both achievement and attitudes towards STEM and CS.

计算已经成为现代科学、技术工程和数学（STEM）领域实践的一个组成部分。因此，STEM+Computing Partnership（STEM+C）计划旨在将计算方法的使用整合到K-12 STEM教学和学习中，并了解这种整合如何改善STEM学习，参与和持久性。计算思维（CT）是一个相对较新的教育焦点，作为一种世纪的技能，学习者显然需要这种技能。这个项目将解决这个具有挑战性的新领域的年轻学习者，一个领域非常需要研究和学习材料。布劳沃德县学校的扫盲和课程协调员团队将与他们的工作人员和教师合作，开发基于问题的学习（PBL）集成计算机科学（CS）和科学，技术，工程和数学（STEM）模块，以及围绕这些模块的专业发展材料。芝加哥大学的一个研究小组将进行强有力的研究，以评估这些材料的有效性，以及什么有助于这种有效性。与著名的非营利组织www.example.com的合作Code.org为广泛传播材料带来了巨大的潜力，因为Code.org网站经常被教师和课后/非正式教育工作者用来获取教学材料。在布劳沃德县公立学校（FL），芝加哥大学的研究人员和www.example.com之间的合作中Code.org，主要研究人员建议将计算机科学（CS）和科学，技术，工程和数学（STEM）在3-5年级的识字块内的一天。这一时期是涵盖科学课程的时期，目前的单元涵盖科学、技术、工程和数学的综合内容。他们计划在这门课程中增加6个基于问题的学习（PBL）单元，整合CS和STEM。它们将覆盖14所学校的84个3 - 5年级教室。他们将试点模块14所学校，后来，进行一个有效性试验，约84名教师和1680名学生在每种条件下（模块，没有模块）。他们将衡量成就和对STEM和CS的态度。