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

因此，STEM+计算伙伴关系(STEM+C)计划寻求在K-12 STEM教学和学习中整合计算方法的使用，并了解这种整合如何提高STEM的学习、参与度和持久性。计算思维(CT)是一个相对较新的教育热点，显然需要学习者作为21世纪的技能。这项建议解决了这一对年轻学习者具有挑战性的新领域，这是一个非常需要研究和学习材料的领域。首席调查员将开发和实施综合STEM+C博物馆展品，并将CT整合到他们现有的基于工程设计的K-2学生的PictureSTEM课程中。他们还将试行对PictureSTEM课程的CT部分的评估。这项工作将对现有的STEM+C学习材料和评估做出独特的贡献。对于他们将与之合作的幼儿园到二年级(K-2)人群来说，这样的材料很少。他们将采用混合方法研究课程和展品的效果。首先，他们将收集观察数据并进行案例研究，以发现在正式的校内环境和非正式的校外环境中与博物馆展品互动的STEM+C综合体验的重要元素。这项工作将提供一种新的方式来理解这一重要问题，即校内和校外经验如何有助于STEM和CT思维和学习的发展。最后，他们将从所有参与者那里收集数据，以发现他们的活动导致STEM+C知识和兴趣增加的方式。首席调查员将通过整合CT和开发整合的博物馆展品，在综合STEM课程的基础上发展。这两项活动都以通过基于挑战的编程活动实施的工程设计为基础。他们将研究和/或开发对STEM+C集成思维和CT的评估。他们的研究策略结合了基于设计的研究和对学习CT的材料有效性的定量评估。在研究的头两年，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。每个年级将有16个案例，涉及到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整合STEM+C思维和学习是什么样子。在一定程度上，他们将根据他们在第一阶段中的发现，对所有(或至少大多数)参与研究的学生进行量化评估。

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.