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Curriculum and Assessment Design to Study the Development of Motivation and Computational Thinking for Middle School Students across Three Learning Contexts

研究三种学习情境下中学生动机和计算思维发展的课程和评估设计

基本信息

批准号：
1640178
负责人：
Alka Harriger
金额：
$ 249.97万
依托单位：
Purdue University
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：
2016-09-15 至 2020-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640178&HistoricalAwards=false
关键词：
Curriculum Assessment Design Study Development

项目摘要

Computing has become an integral part of 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 approaches to, and evidence-based understanding of, the integration of computing and computational thinking in STEM teaching and learning and broadening participation of students in computing and computing-intensive fields. This project builds upon a successful prior afterschool program for teaching computational thinking (TECHFIT), expanding it to include two additional new learning contexts: an elective class; as embedded modules within discipline-based middle school courses; together with the existing afterschool program. A total of 165 teachers (including 144 new teachers) and 2850 middle school students (grades 6-8) at schools with large underserved and/or minority populations will be involved in the project. The project has two core objectives: 1) to develop and validate a computational thinking assessment tool; and, 2) to examine the development of computational thinking and motivation in middle school students across the three contexts (afterschool, in-school class, embedded modules). The learning activity for students involves engaging in a game-based activity for physical fitness by using the programming language Scratch, flowchart programming, and via a microcontroller with electronic parts. The research employs a pretest-posttest multi-site, randomized controlled trial design to determine the impact of three learning contexts (after-school program, in-school course, and instructional modules) on students' pre-/post computational thinking skills, motivation, self-efficacy for computing, and interest in and aspiration for computing careers. New instruments will be developed and validated to evaluate the extent to which students learn computational thinking skills. The research will examine the relationships among motivational factors and computational thinking in the three learning contexts to determine if context influences teacher delivery and student experiences, and ultimately the development of computational thinking.

计算已经成为现代科学、技术、工程和数学（STEM）领域实践的一个组成部分。因此，STEM+计算合作伙伴关系（STEM+C）计划旨在推进新的方法，并以证据为基础的理解，将计算和计算思维整合到STEM教学和学习中，并扩大学生在计算和计算密集型领域的参与。该项目建立在一个成功的计算思维教学课后计划（EFFIT）的基础上，将其扩展到包括两个额外的新学习环境：选修课;作为基于学科的中学课程中的嵌入式模块;与现有的课后计划一起。共有165名教师（包括144名新教师）和2 850名中学学生（6-8年级）在大量服务不足和/或少数民族人口的学校将参与该项目。该项目有两个核心目标：1）开发和验证计算思维评估工具; 2）在三种背景下（课后，校内课堂，嵌入式模块）检查中学生计算思维和动机的发展。学生的学习活动涉及通过使用编程语言Scratch，流程图编程以及通过具有电子部件的微控制器进行基于游戏的健身活动。本研究采用前测-后测的多地点随机对照试验设计，以确定三种学习环境（课后计划，在校课程和教学模块）对学生的前/后计算思维技能，动机，自我效能计算，以及对计算职业的兴趣和愿望的影响。将开发和验证新的工具，以评估学生学习计算思维技能的程度。本研究将探讨动机因素与计算思维在三种学习情境中的关系，以确定情境是否会影响教师的授课和学生的体验，并最终影响计算思维的发展。

项目成果

期刊论文数量（4）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Building Computational Skills Via Exergames

通过运动游戏培养计算技能

DOI：
发表时间：
2021
期刊：
Technology and engineering teacher
影响因子：
0
作者：
Harriger, Alka;Harriger, Bradley;Flynn, Susan
通讯作者：
Flynn, Susan

The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program

在基于技术的体育活动计划中，校内与课后交付对学生社交和动机结果的影响

DOI：
10.1186/s40594-020-00226-3
发表时间：
2020
期刊：
International Journal of STEM Education
影响因子：
6.7
作者：
McDavid, Lindley;Carleton Parker, Loran;Li, Weiling;Bessenbacher, Ann;Randolph, Anthony;Harriger, Alka;Harriger, Brad
通讯作者：
Harriger, Brad

Board 21: Work in Progress: Expanding Program Reach through Wine

Board 21：正在进行中的工作：通过 Wine 扩大计划范围