Quality Understanding and Engagement for Students and Teachers on Computational Thinking (QUEST CT)

“学生和教师对计算思维的高质量理解和参与”(Quest CT)被提交给IS STEM C(STEM计算伙伴关系)，该项目挑战STEM教育工作者以一种新的视角对待教育-将计算思维整合为传统STEM学科学习的一部分。QUEST CT项目的意义在于，它将(1)开发一个教师专业发展模式，以支持将计算思维融入STEM课堂活动，以及(2)通过将正式和非正式学习经验相结合，扩大传统上代表性不足的群体的学生在STEM和计算方面的参与。该项目将直接影响1000多名学生，因为18名项目教师在两年内将计算思维整合科学课程纳入课堂活动。教师开发和实地测试的计算思维课程将有助于有效地将计算思维概念融入现有STEM课堂内容的示范资源的需求，并将向所有教育工作者提供。Quest CT的目标是：增加教师的知识和能力，将ISTE(国际教育技术学会)和CSTA(计算机科学教师协会)定义的计算思维整合到五年级和六年级的科学课程和活动中；并在学习科学的背景下提高学生STEM的兴趣和对计算思维概念的理解。在不同学区的支持下，该项目将吸引18名五年级和六年级教师参与专业发展，包括暑期学校、辅导课开发和专业学习社区。每年，来自三个反映不同程度多样性的学区的500多名学生将通过正式的课堂活动和非正式活动，如夏令营、课后俱乐部和家庭之夜参与该项目。来自项目领导的持续指导和支持将允许密切监测项目进展情况。计算机科学研究生和本科生将为教师提供技术支持，帮助他们实现计算思维的学习体验。该项目采用了探索性研究和设计开发研究两种教育研究方法相结合的方法。解决的基本教育问题是设计和实施一种干预措施，以取代在K-12中将计算思维融入STEM的分散努力。

The project "Quality Understanding and Engagement for Students and Teachers on Computational Thinking" (QUEST CT) was submitted to is STEM+C (STEM + Computing Partnerships) which is a program that challenges STEM educators to approach education with a new lens - integrating Computational Thinking as part of traditional STEM disciplinary learning. The significance of the QUEST CT project is that it will (1) develop a model for teacher professional development to support integration of Computational Thinking into STEM classroom activities, and (2) broaden the participation of students from traditionally underrepresented groups in STEM and computing through the combination of formal and informal learning experiences. The project will directly impact more than 1000 students as 18 project teachers implement Computational Thinking-integrated science lessons into classroom activities over two years. The Computational Thinking lessons developed and field tested by teachers will contribute to the need for exemplary resources that effectively integrate Computational Thinking concepts into existing STEM classroom content and will be available to all educators. The goals of QUEST CT are: to increase teacher knowledge and ability to integrate Computational Thinking as defined by ISTE (International Society for Technology in Education) and CSTA (Computer Science Teachers Association) into fifth and sixth grade science lessons and activities; and to increase student STEM interest and understanding of Computational Thinking concepts in the context of learning science. With support from various school districts, the project will engage 18 fifth and sixth grade teachers in professional development including a summer academy, coached lesson development, and professional learning communities. Each year, more than 500 students from three school districts that reflect varying levels of diversity will be involved in the project through formal classroom activities and informal events such as summer camp, after school clubs and family nights. Ongoing mentoring and support from the project leadership will allow close monitoring of project progress. Graduate and undergraduate computer science students will provide technical support for teachers as they implement Computational Thinking learning experiences. The project uses a combination of two educational research approaches: exploratory research and design and development research. The fundamental education problem addressed is to design and implement an intervention that replaces the disjointed efforts to integrate Computational Thinking into STEM within K-12.