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

“学生和教师对计算思维的质量理解和参与”（QUEST CT）项目提交给了STEM+C （STEM +计算伙伴关系），这是一个挑战STEM教育者以新的视角看待教育的项目-将计算思维作为传统STEM学科学习的一部分。QUEST CT项目的重要意义在于，它将(1)为教师的专业发展开发一个模型，以支持将计算思维融入STEM课堂活动；(2)通过正式和非正式学习经验的结合，扩大传统上代表性不足群体的学生对STEM和计算的参与。该项目将直接影响1000多名学生，18名项目教师将在两年内将计算思维与科学课程整合到课堂活动中。由教师开发和实地测试的计算思维课程将有助于对模范资源的需求，这些资源将有效地将计算思维概念整合到现有的STEM课堂内容中，并将提供给所有教育者。QUEST CT的目标是：提高教师的知识和能力，将ISTE（国际教育技术学会）和CSTA（计算机科学教师协会）定义的计算思维融入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对STEM的兴趣和对计算思维概念的理解。在各个学区的支持下，该项目将让18名五年级和六年级教师参与专业发展，包括暑期学院、辅导课程开发和专业学习社区。每年，来自三个学区的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）参与到该项目中，这些学区反映了不同程度的多样性。来自项目领导的持续指导和支持将允许密切监控项目进展。计算机科学专业的研究生和本科生将在教师实施计算思维学习体验时为他们提供技术支持。该项目结合了两种教育研究方法：探索性研究和设计与开发研究。解决的基本教育问题是设计和实施一项干预措施，以取代将计算思维融入K-12中的STEM的脱节努力。

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.