Culturally Authentic Practice to Advance Computational Thinking in Youth (CAPACiTY)

该项目由STEM+计算伙伴关系（STEM+C）计划资助，该计划旨在推进将计算整合到STEM教学和学习中的新方法和基于证据的理解。本项目将通过开发和评估高中课程《数字技术导论》的新课程来促进这一努力。本课程是面向高中一年级和二年级学生的入门级职业技术教育（CTE）课程，可以引导他们进入学术途径，最终使学生参加计算机科学的大学先修课程（AP）课程。更新后的课程将在两所学校实施，这两所学校的学生中有大量来自科学、技术、工程和数学（STEM）领域代表性不足的群体，该课程将通过让学生参与真实的、与文化相关的、基于问题的研究性学习（PBIL）项目来促进计算思维技能的发展。由移动应用程序和计算生成的音乐组成的学生创建的多媒体数字叙事将展示学生的学习和学生对PBIL挑战的解决方案。该项目将调查与成功实施更新课程及其预期结果相关的因素，包括在高中水平的STEM学科中整合计算机科学和计算思维的影响。该项目的成果将：1)为目前在全国K-12学生的STEM课程中整合计算机科学和计算思维的努力提供知识库；2)促进传统上在STEM领域代表性不足的学生，包括女孩，更多地参与到IT领域的职业或高级工作的教育途径中；3)影响乔治亚州目前的教学计划，并可能影响到全国。该项目将采用基于设计的研究方法来开发和验证一种教学模式，将计算技能的教学与科学实践和横切概念相结合。该模式的可行性将在亚特兰大地区两所学生群体文化多样化的学校进行试点研究。该计划将为教师提供教学资源、实施新课程单元所需的技术，以及专业发展机会，以支持他们实施课程。混合方法研究策略将用于描述和评估学生在理解和应用计算思维技能、理解与下一代科学标准（NGSS）相关的目标横切概念、提高21世纪技能的发展、归属感和对计算机科学的坚持等方面的收获水平。数据将从课堂观察、知识的前测和后测、活动中的嵌入式评估、对教师和学生的访谈以及对学生作业的分析中收集。将测试统计模型，以探索对新课程的成功实施和结果产生积极或消极影响的学校和地区层面的因素。

Culturally Authentic Practice to Advance Computational Thinking in Youth This project is funded by the STEM+Computing Partnership (STEM+C) program, which seeks to advance new approaches to, and evidence-based understanding of, the integration of computing in STEM teaching and learning. This project will contribute to that effort by developing and assessing a new curriculum for a high school course, Introduction to Digital Technology. This course is an entry-level Career Technical Education (CTE) course for high school freshmen and sophomores that can lead them to an academic pathway that culminates in students taking an Advanced Placement (AP) course in computer science. The updated course will be implemented in two schools having large populations of students from groups underrepresented in science, technology, engineering, and mathematics (STEM) fields, and the course will promote development of computational thinking skills by engaging students in authentic and culturally relevant, problem-based, inquiry learning (PBIL) projects. Student-created multimedia digital narratives consisting of mobile applications and computationally generated music will showcase student learning and student solutions to PBIL challenges. The project will investigate the factors associated with successful implementation of the updated course and its expected outcomes, including the impacts of integrating computer science and computational thinking within STEM disciplines at the high school level. The outcomes of this project will: 1) contribute to the knowledge base for current efforts to integrate computer science and computational thinking in STEM courses for K-12 students nationwide; 2) facilitate greater participation of students traditionally underrepresented in STEM, including girls, in educational pathways to careers or advanced work in IT fields; and 3) impact current instructional programs in the state of Georgia, and potentially nationwide.This project will employ a design-based research approach to develop and validate a pedagogical model for integrating instruction and learning of computational skills with science practices and crosscutting concepts. The feasibility of the model will be tested through a pilot study in two Atlanta-area schools having culturally diverse student populations. The project will provide teachers with teaching resources, the technology needed to implement the new curriculum units, and professional development opportunities to support their implementation of the curriculum. A mixed-methods research strategy will be used to characterize and estimate the level of student gains in understanding and applying computational thinking skills, understanding targeted crosscutting concepts associated with the Next Generation Science Standards (NGSS), and increasing development of 21st Century skills, sense of belonging, and persistence in computer science. Data will be gathered from classroom observations, pretests and posttests of knowledge, embedded assessments within activities, interviews with teachers and students, and analyses of student work. Statistical models will be tested to explore the school and district-level factors that positively or negatively impact successful implementation and outcomes of the new courses.