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Research Supporting Multisensory Engagement by Blind, Visually Impaired, and Sighted Students to Advance Integrated Learning of Astronomy and Computer Science

支持盲人、视力障碍和视力正常的学生进行多感官参与的研究，以促进天文学和计算机科学的综合学习

基本信息

批准号：
1640131
负责人：
Timothy Spuck
金额：
$ 249.92万
依托单位：
Associated Universities, Inc.
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2016
资助国家：
美国
起止时间：
2016-09-01 至 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640131&HistoricalAwards=false
关键词：
Research Supporting Multisensory Engagement Blind

项目摘要

Computing and computational thinking are an integral part of everyday practice within modern fields of science, technology, engineering, and math (STEM). As a result, the STEM+Computing Partnerships (STEM+C) program seeks to advance new multidisciplinary approaches to, and evidence-based understanding of, the integration of computing in STEM teaching and learning, and discipline-specific efforts in computing designed to build an evidence base for teaching and learning of computer science in K-12, including within diverse populations. In the case of astronomy, computing and computational thinking (CT) are used for nearly every aspect of collecting, processing, and analyzing data. Yet, few educational resources exist to support students in learning astronomy in the computationally-intensive way that it is practiced. Furthermore, the predominance of visual interfaces that support computing processes present unique challenges for blind and visually impaired (BVI) individuals. The dearth of vision-neutral tools in astronomy and computer science introduce additional barriers to learning and workforce entry for BVI individuals. To address these challenges, this project will develop, implement, and study an innovative educational program that provides BVI and sighted students with opportunities to learn how to apply computing and computational thinking to design fully-accessible astronomical tools and to use those tools for their own astronomy inquiry. Investigators hypothesize that students' participation in both the user-centered design/universal design process and in the use of the resulting tools for astronomy inquiry will foster learning and broaden interest and participation in the high-barrier disciplines of computer science and astronomy. Led by investigators at Associated Universities Inc., the project team includes astronomers, computer scientists, software engineers, education developers, and learning scientists from University of North Carolina at Chapel Hill, University of Chicago Yerkes Observatory, TERC, and the University of Nevada Las Vegas. Approximately 200 BVI and sighted students near Yerkes Observatory and across the nation, will be involved with and benefit from the project. The demographically diverse student population will help the project achieve significant broader impacts, by assuring that the research findings and developed tools and resources reflect the needs of a broad diversity of people and places in which they learn. By enabling multi-sensory engagement for data acquisition, processing, and analysis processes, the developed tools will improve access to astronomy and to other visually- and computationally-intensive domains such as satellite, geophysical, and medical imaging.This project will address a daunting challenge to developing STEM literacy in students - integrating teaching and learning of key ideas and practices of science and computer science in authentic, innovative and effective ways - while instilling the societal value of computational tools that increase access for all. Key components of the education intervention include a) inquiry-based curricular modules and facilitated activities that teach computing in the context of astronomy; b) a scaffolded process of user-centered design/universal design that underscores computational thinking practices in the context of optimizing astronomy tools to be fully-accessible to all users; c) student-driven, authentic astronomy research; and d) BVI and sighted astronomers and computer scientists as mentors and role models to the community of learners. The intervention will address relevant disciplinary content, practices, and computation as specified in Next Generation Science Standards, Common Core State Standards for mathematics, and K-12 Computer Science Standards. The project will engage 20 teachers and 200 students from mainstream and specialized schools for the blind over three years. Quantitative and qualitative analysis of student and teacher assessments, surveys, interviews, work products, and user' computer log files, and classroom observations will be used to determine the effectiveness and broad utility of the approach for integrating physics and computing The student-level research questions focus on how students' understanding and use of computational thinking develops in relation to astronomy and the specific astronomy tools they use; and how students' participation augments their interest, self-efficacy, and understandings of who can participate in astronomy and computing. The teacher-level research focuses on teachers' capacity to integrate astronomy and computing and to support BVI students' learning in their classrooms. The project will provide the first longitudinal study of student learning and behaviors in the context of integrating astronomy and computer science. It will deepen understanding of how multisensory computing inputs and outputs support learning for BVI and sighted students. The project will begin to inform the field about how BVI individuals can participate in the workforce at the intersection of high barrier-to-entry disciplines, astronomy and computer science. The project team and advisory board members will disseminate findings to their respective professional associations and networks, including the American Astronomical Society and the American Geophysical Union, and through traditional means, such as papers in peer-reviewed journals and conference presentations. The accessible tools and educational resources produced in this study will be freely available to K-12 teachers nationwide and could be widely adopted by BVI and sighted individuals in astronomy and other visually-intensive domains.

计算和计算思维是现代科学、技术、工程和数学（STEM）领域日常实践的一个组成部分。因此，STEM+Computing Partnerships（STEM+C）计划旨在推进新的多学科方法，以及对STEM教学和学习中计算整合的循证理解，以及旨在为K-12计算机科学教学建立证据库的计算学科特定努力，包括在不同人群中。在天文学的情况下，计算和计算思维（CT）几乎用于收集，处理和分析数据的各个方面。然而，很少有教育资源支持学生以计算密集型的方式学习天文学。此外，支持计算过程的视觉界面的优势为盲人和视障人士（BVI）提出了独特的挑战。天文学和计算机科学领域缺乏视觉中立工具，给英属维尔京群岛个人的学习和进入劳动力市场带来了额外的障碍。为了应对这些挑战，该项目将开发，实施和研究一个创新的教育计划，为英属维尔京群岛和视力良好的学生提供机会，学习如何应用计算和计算思维来设计完全可访问的天文工具，并使用这些工具进行自己的天文学调查。研究人员假设，学生参与以用户为中心的设计/通用设计过程和使用由此产生的天文学调查工具将促进学习，扩大兴趣和参与计算机科学和天文学的高障碍学科。在联合大学公司调查人员的带领下，该项目小组包括来自查佩尔山的北卡罗来纳州大学、芝加哥大学耶基斯天文台、TERC和内华达州拉斯维加斯大学的天文学家、计算机科学家、软件工程师、教育开发人员和学习科学家。大约200名英属维尔京群岛和有视力的学生在耶基斯天文台附近和全国各地，将参与并受益于该项目。人口统计学上多样化的学生群体将有助于该项目实现更广泛的影响，通过确保研究结果和开发的工具和资源反映了他们学习的人和地方的广泛多样性的需求。通过使多传感器参与数据采集，处理和分析过程，开发的工具将改善对天文学和其他视觉和计算密集型领域的访问，如卫星，地球物理和医学成像。该项目将解决一个艰巨的挑战，培养学生的STEM素养-将科学和计算机科学的关键思想和实践的教学融入真实，创新和有效的方法--同时灌输计算机工具的社会价值，增加所有人的机会。教育干预措施的关键组成部分包括：（a）以探究为基础的课程模块和促进活动，在天文学背景下教授计算;（B）以用户为中心的设计/通用设计的支架式过程，强调在优化天文学工具的背景下的计算思维实践，使所有用户都能完全使用;（c）学生驱动的真实天文学研究;（d）英属维尔京群岛和有视力的天文学家和计算机科学家作为学习者社区的导师和榜样。干预将解决相关学科内容，实践和计算，如下一代科学标准，数学共同核心国家标准和K-12计算机科学标准中所规定的。该项目将在三年时间里从盲人主流学校和专门学校聘请20名教师和200名学生。对学生和教师的评估、调查、访谈、工作成果和用户计算机日志文件进行定量和定性分析，和课堂观察将被用来确定的有效性和广泛的实用性的方法，整合物理和计算的学生-水平研究问题的重点是学生如何理解和使用计算思维的发展与天文学和特定的天文学工具，他们使用;以及学生的参与如何增强他们的兴趣，自我效能感，以及对谁可以参与天文学和计算的理解。教师一级的研究侧重于教师将天文学和计算结合起来的能力，以及支持英属维尔京群岛学生在课堂上学习的能力。该项目将在整合天文学和计算机科学的背景下提供对学生学习和行为的第一次纵向研究。它将加深对多感官计算输入和输出如何支持英属维尔京群岛和视力正常的学生学习的理解。该项目将开始向实地介绍英属维尔京群岛的个人如何在高门槛学科、天文学和计算机科学的交叉领域加入劳动力队伍。项目小组和咨询委员会成员将向各自的专业协会和网络，包括美国天文学会和美国地球物理学联合会，并通过传统手段，如在同行评审的期刊上发表论文和在会议上发言，传播研究结果。这项研究中制作的无障碍工具和教育资源将免费提供给全国K-12教师，并可被英属维尔京群岛和天文学和其他视觉密集型领域的有视力的个人广泛采用。