Research and Design of a Curriculum Authoring System for Computational Project-Based Learning Units in Education

计算已经成为现代科学、数学和工程实践的一个组成部分。此外，当代STEM职业和研究表明，劳动力越来越重视理解、能够使用计算和拥有计算思维技能的需求。此外，国家研究理事会K-12科学教育框架（NRC，2012）概述了旨在指导STEM教学的有关计算的重要科学认识实践。然而，由于种种原因，像K-12教育这样的机构并没有跟上整合STEM职业所需的必要技能发展的步伐。此外，K-12教师需要帮助开发和使用有效的，基于证据的实践，将计算和/或计算机科学整合到他们的STEM实践中，例如建模，数据分析，系统和计算思维。本研究项目将通过与初中和高中地球科学教学相关的"计算探究"过程研究计算思维能力的发展，并将研究创新的创作工具的效果，该工具将为教师提供开发和修改课程的能力。该项目通过寻求增强对将计算整合到STEM教学和学习中的新方法的了解，推进了STEM+计算合作伙伴关系（STEM + C）计划的目标。PI将直接与教师合作，导出STEM + C课程模型，以帮助教师设计自己的综合课程。将特别重视文化和语言多样的人口。合作伙伴包括技术获取基金会（TAF）和TAF中学和高中学院，有15名教师和300名学生。其他合作伙伴包括华盛顿大学科学+数学教育研究所和作为外部评估者的因弗内斯研究所。 该项目是基于使用基于项目的学习和使用下一代科学标准（NGSS）。PI将增加计算探究与计算思维作为开发课程的策略。他们的研究计划侧重于学生和教师如何适应将计算元素整合到STEM课程中，以及每个人如何学习和扩展计算的使用。他们广泛的研究问题是：学生如何通过涉及建模、分析数据和编程实践的计算STEM项目调查来培养计算能力并学习科学概念？;学生的科学形象和科学身份如何通过参与基于计算项目的科学调查而转变？计算知识如何为学生带来与STEM计算探究相关的新兴趣和学习途径？以STEM教育为重点的学校的教师如何学习将计算探究的重点融入他们基于项目的教学方法中？参与课程协同设计的STEM专业人员如何支持教师的专业学习和课程中计算重点的整合？STEM专业人员如何通过与学生合作STEM项目来了解青年指导和基于项目的学习方法，以教授STEM主题？方法包括：学生作品的定性编码和访谈;认知评估;民族志合作设计经验和基于设计的指导经验研究。

Computing has become an integral part of the practice of modern science, math, and engineering. In addition, contemporary STEM careers and research show increased emphasis in the workforce on the need to understand, and to be able to use computing and have computational thinking skills. Moreover, the National Research Council Framework for K-12 Science Education (NRC, 2012) outlined important epistemic practices of science regarding computing that was intended to guide STEM instruction. However, for a myriad of reasons, institutions like K-12 education have not kept up-to-date with integrating the necessary skills development needed for STEM careers. Further, K-12 teachers need assistance in developing and using effective, evidence-based practices for integrating computing and/or computer science into their STEM practice, such as modeling, data analysis, systems and computational thinking. This proposed research project will study the development of computational thinking competencies through the process called "computation inquiry" related to geoscience instruction at the middle and high school level, and will study the effects of an innovative authoring tool that will provide teachers with the ability to develop and modify curricula. The project advances the objectives of the STEM+Computing Partnership (STEM+C) program by seeking to enhance knowledge on new appproaches to integrating computing into STEM teaching and learning. The PI's will work directly with teachers in deriving models of STEM+C curriculum that will assist teachers in designing their own integrated course(s). Special emphasis will be focused on culturally and linguistically diverse populations. Partners include the Technology Access Foundation (TAF) and the TAF Academy of Middle and High Schools with 15 teachers and 300 students. Other partners include the University of Washington Institute for Science + Math Education, and Inverness Research as the external evaluator. This project is based upon the use of project-based learning and the use of the next generation of science standards (NGSS). The PI will add computational inquiry with computational thinking as a strategy to develop curricula. Their research plan focuses on how students and teachers adapt to the integration of computational elements into STEM courses and how each learns and expands the use of computation. Their broad research questions are: How do students develop computational competencies and learn science concepts through computational STEM project investigations involving the practices of modeling, analyzing data, and programming?; How do students' images of science and science identities shift through engagement in computational project-based investigations in science?; How does knowledge of computation lead to new interests and learning pathways related to computational inquiry in STEM for students?; How do teachers in STEM education-focused schools learn to integrate a focus on computational inquiry into their project-based instructional approaches?;How do STEM professionals involved with curriculum co-design support teacher professional learning and integration of a computational focus in curriculum?; How do STEM professionals learn about youth mentoring and project-based learning approaches to the teaching of STEM topics through working with students on STEM projects? Methodologies include: Qualitative coding of student artifacts and interviews; cognitive assessments; ethnographic co-design experiences and design-based research of mentoring experiences.