Integrated STEM and Computing Learning in Formal and Informal Settings for Kindergarten to Grade 2

因此，STEM+计算合作伙伴关系（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。这一建议针对的是年轻学习者这一具有挑战性的新领域，这一领域非常需要研究和学习材料。首席研究员将开发和实施综合STEM+C博物馆展品，并将CT整合到现有的基于工程设计的PictureSTEM课程中，供K-2学生使用。他们还将对PictureSTEM课程的CT部分进行试点评估。这项工作将为现有的STEM+C学习材料和评估做出独特的贡献。很少有这样的材料，幼儿园到二年级（K-2）人口，他们将工作。他们将研究课程和展览的效果与混合方法的方法。首先，他们将收集观察数据并进行案例研究，以发现STEM+C综合体验的重要元素，无论是在正式的校内环境中，还是在非正式的校外环境中，家庭与博物馆展品互动。这项工作将提供一种新的方式来理解如何在校外的经验有助于STEM和CT思维和学习的发展的重要问题。最后，他们将收集所有参与者的数据，以发现他们的活动如何增加STEM+C知识和兴趣。首席研究员将通过整合CT和开发综合博物馆展品来建立综合STEM课程。他们将这两项活动建立在通过基于挑战的编程活动实施的工程设计基础上。他们将研究和/或开发STEM+C综合思维和CT的评估。他们的研究策略结合了基于设计的研究和定量评估学习CT的材料的有效性。在学习的前两年，他们将根据观察和案例研究数据，对课程和展品的设计进行迭代。将有16个案例来自每个年级，并涉及在学校和博物馆为案例学生收集数据。他们还将利用这项工作来阐明在正式和非正式学习环境中集成STEM+C思维和学习的样子。基于他们在第一阶段发现的部分内容，他们将对所有（或至少大部分）参与研究的学生进行定量评估。

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 proposal tackles this challenging new area for young learners, an area greatly in need of research and learning materials. The Principal Investigators will develop and implement integrated STEM+C museum exhibits and integrate CT in their existing engineering design based PictureSTEM curriculum for K-2 students. They will also pilot assessments of the CT components of the PictureSTEM curriculum. This work will make a unique contribution to the available STEM+C learning materials and assessments. There are few such materials for the kindergarten to second grade (K-2) population they will work with. They will research the effects of the curriculum and the exhibits with a mixed methods approach. First, they will collect observational data and conduct case studies to discover the important elements of an integrated STEM+C experience in both the formal in-school setting with the curriculum and in the informal out-of-school setting with families interacting with the museum exhibits. This work will provide a novel way to understand the important question of how in- and out-of-school experiences contribute to the development of STEM and CT thinking and learning. Finally, they will collect data from all participants to discover the ways that their activities lead to increases in STEM+C knowledge and interest. The Principal Investigators will build on an integrated STEM curriculum by integrating CT and develop integrated museum exhibits. They base both activities on engineering design implemented through challenge based programming activities. They will research and/or develop assessments of both STEM+C integrated thinking and CT. Their research strategy combines Design Based Research and quantitative assessment of the effectiveness of the materials for learning CT. In the first two years of their study, they will engage in iterations on the design of the curriculum and the exhibits based on observation and case-study data. There will be 16 cases that draw from each grade level and involve data collection for the case student in both schools and museums. They will also use this work to illuminate what integrated STEM+C thinking and learning looks like across formal and informal learning environments. Based in some part on what they discover in this first phase, they will conduct the quantitative assessments with all (or at least most) students participating in the study.