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

本提案是针对STEM+计算伙伴关系(STEM+C)计划征集NSF 15-537而提交的。STEM+C计划寻求推进K-12科学、技术、工程和数学(STEM)教与学中计算集成的新方法和基于证据的理解。双城公共电视台将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，实施全国互联学习模式，将STEM学习中的计算与中学女孩相结合。尽管技术在现代生活中无处不在，但女性在计算机科学(CS)研究和职业中的代表性仍然很低。数十年的研究表明，导致CS管道赤字的问题很复杂，而且很早就开始了。尽管女孩和男孩在数学和科学方面的能力没有显著差异，但研究表明，造成CS差异的原因是社会和环境。文献中不断提到的一个促成因素是，女孩往往觉得自己不属于CS课程，因为男孩的同龄人对校外接触编码所教授的概念有更多的经验。此外，研究表明，CS课程可能会因为女孩的设计而孤立：1)无关紧要的课程；2)阻碍合作的教学方法；3)缺乏冒险和犯错的机会；4)严重依赖讲授而不是动手的、基于项目的学习。互联学习教学法，即青年创造事物，从事他们认为与个人相关的项目，并开放获取项目工具和材料，正面解决了这些问题。同样，为采用性别平等教学最佳做法战略的女孩设计经验有助于缩小性别平等方面的差距。SciGirls Code将为CS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教育者权力，最终丰富和支持女孩在学术环境中追求CS。这项为期两年的试点计划将与16个STEM外联伙伴一起使用互联学习原则，为女孩及其领导人提供计算思维和编码技能。研究结果将在全国范围内扩大为女孩服务的STEM项目网络。项目目标是：1)激发和加强女孩在高中之前作为技术创造者的兴趣、技能和信心，因为态度和学术选择可以影响中学后的CS学习和职业；2)通过培训教育工作者和榜样了解使女孩参与性别平等的STEM教育的最佳做法，支持女孩的努力；3)通过研究校外CS学习的联网学习模式，为该领域做出贡献。这些目标将通过以下活动实现：为期9个月的课程，以三个轨道为中心，包括电子纺织品和可穿戴技术、机器人和移动地理空间技术；为女性技术专业人员提供榜样培训；为STEM教育工作者提供专业发展；以及一个研究部分，为方案的成功、影响和改进提供信息。该项目基于一种基于社会学习理论的互联学习方法，该方法假定，训练有素的教育工作者和榜样的积极支持将促进中学女生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她们自己和周围世界的理解/欣赏。

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.