SciGirls Code: A National Connected Learning Model to Integrate Computing in STEM Learning with Middle School Girls

SciGirls Code：将计算融入中学生 STEM 学习的全国互联学习模型

• 批准号: 1543209
• 负责人: Joan Freese
• 金额: $ 123.9万
• 依托单位: Twin Cities Public Television
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-15 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1543209&HistoricalAwards=false
• 关键词: SciGirls; Code; National; Connected; Learning

This proposal was submitted in response to the STEM + Computing Partnerships (STEM+C) program solicitation NSF 15-537. The STEM+C program seeks to advance new approaches to, and evidence-based understanding of, the integration of computing in K-12 science, technology, engineering and mathematics (STEM) teaching and learning. Twin Cities Public Television in partnership with the National Girls Collaborative Project (NGCP) and the University of Minnesota Learning Technologies Media Lab, will implement A National Connected Learning Model to Integrate Computing in STEM Learning with Middle School Girls. Even though technology is pervasive in modern life, women continue to be underrepresented in computer science (CS) study and professions. Decades of research suggest the issues that contribute to CS pipeline deficits are complex, and they begin early. Although girls and boys do not display a significant difference in their abilities in math and science, research suggests that the cause for the gap in CS is social and environmental. A contributing factor consistently mentioned in the literature is that girls often do not feel they belong in CS classes, because boy peers have more experience with the concepts being taught from exposure to coding outside of school. Furthermore, research suggests that CS courses can isolate girls by their very design with: 1) curriculum that is irrelevant; 2) pedagogies that discourage collaboration; 3) lack of opportunities to take risks and make mistakes; and 4) heavy reliance on lecturing instead of hands-on, project-based learning. Connected learning pedagogy, where youth make things, work on projects they find personally relevant, and have open access to project tools and materials, addresses these issues head-on. Likewise, designing experiences for girls that employ best practice strategies for gender equitable teaching can help diminish the gap in CS. SciGirls Code will offer the CS education field a new model for using digital media to empower girls, role models, and STEM educators, ultimately enriching and supporting girls' pursuit of CS in academic settings.This two-year pilot program will use principles of connected learning with 16 STEM outreach partners to provide girls and their leaders with computational thinking and coding skills. Findings will inform scale-up within the broader network of girl-serving STEM programs nationwide. Project goals are to: 1) spark and strengthen girls' interest, skills, and confidence as technology creators before high school, when attitudes and academic choices can influence postsecondary CS studies and careers; 2) support girls' efforts by training educators and role models in best practices for engaging girls in gender equitable STEM education; and 3) contribute to the field by researching the connected learning model for out-of-school learning of CS. These goals will be reached by the following activities: a nine-month curriculum centering on three tracks, including e-textiles and wearable technology, robotics, and mobile geospatial technologies; role model training for women technology professionals; professional development for STEM educators; and a research component to inform program success, impact and refinement. The project is grounded in a connected learning approach, which is based on social learning theory, that postulates that the active support of trained educators and role models will boost the development of middle school girls' computational thinking skills, attitudes towards computing pathways/careers, and understanding/appreciation of how participation in technology creation impacts themselves and the world around them.

该提案是为了响应STEM + Computing Partnerships（STEM+C）计划征集NSF 15-537而提交的。STEM+C计划旨在推进新的方法，并以证据为基础的理解，在K-12科学，技术，工程和数学（STEM）教学和学习中整合计算。双城公共电视台与国家女孩合作项目（NGCP）和明尼苏达大学学习技术媒体实验室合作，将实施一个国家互联学习模型，将计算与中学女孩的STEM学习相结合。尽管技术在现代生活中无处不在，但妇女在计算机科学研究和专业中的代表性仍然不足。数十年的研究表明，导致CS管道缺陷的问题是复杂的，并且它们开始很早。虽然女孩和男孩在数学和科学方面的能力没有显着差异，但研究表明，造成CS方面差距的原因是社会和环境。在文献中不断提到的一个因素是，女孩往往不觉得自己属于CS类，因为男孩同龄人有更多的经验，从接触到校外编程被教导的概念。此外，研究表明，CS课程可以通过其设计孤立女孩：1）课程是无关紧要的; 2）阻碍合作的课程; 3）缺乏冒险和犯错的机会; 4）严重依赖讲课，而不是动手，基于项目的学习。连接学习教学法，青年人做的东西，他们认为个人相关的项目工作，并有机会获得项目工具和材料，正面解决这些问题，同样，为女孩设计的经验，采用性别平等教学的最佳实践战略，可以帮助缩小差距在CS。SciGirls Code将为计算机科学教育领域提供一种新的模式，利用数字媒体赋予女孩、榜样和STEM教育工作者权力，最终丰富和支持女孩在学术环境中对计算机科学的追求。这个为期两年的试点项目将与16个STEM外展合作伙伴一起使用连接学习的原则，为女孩及其领导者提供计算思维和编码技能。调查结果将为全国范围内更广泛的女孩服务STEM项目网络内的规模扩大提供信息。项目目标是：1）激发和加强女孩的兴趣，技能，并在高中之前作为技术创造者的信心，当态度和学术选择可以影响中学后的CS学习和职业生涯时; 2）通过培训教育工作者和榜样来支持女孩的努力，让女孩参与性别平等的STEM教育; 3）通过对CS校外学习的联系学习模式的研究，为该领域做出贡献。这些目标将通过以下活动实现：为期九个月的课程，围绕三个轨道，包括电子纺织品和可穿戴技术，机器人技术和移动的地理空间技术;女性技术专业人员的榜样培训; STEM教育工作者的专业发展;以及为计划成功，影响和完善提供信息的研究部分。该项目以基于社会学习理论的连接学习方法为基础，假设受过培训的教育工作者和榜样的积极支持将促进中学女生的计算思维技能的发展，对计算途径/职业的态度，以及对参与技术创造如何影响自己和周围世界的理解/欣赏。