Research and Assessment on Synergistic Learning of Physics and Programming through Computational Modeling and Problem Solving

通过计算建模和问题解决来研究和评估物理和编程的协同学习

• 批准号: 1640199
• 负责人: Gautam Biswas
• 金额: $ 249.97万
• 依托单位: Vanderbilt 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 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640199&HistoricalAwards=false
• 关键词: Research; Assessment; Synergistic; Learning; Physics

Computing and computational thinking (CT) 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. Integrating CT into core science instruction addresses practical constraints in K-12 education, in that there is no room in the curriculum to teach it directly to everyone. But, more importantly, integrating CT into core science provides a synergistic opportunity to deepen instruction in both. This project investigates the synergistic learning of physics and CT concepts and practices through students' construction of and interaction with computational models that visually represent physical systems. Led by investigators at Vanderbilt University, the project team includes computer scientists, physicists, education developers, and learning scientists SRI International, Stanford, and Salem State University. The project will develop, implement, and study an innovative programming environment, a multi-week computational physics curriculum, and new assessments that are focused on physics concepts of force and motion and CT practices involved in computational modeling. Guided by the programming environment and the curriculum, learners construct models that represent physical systems, analyze and explain model behaviors, and then use models for solving problems. These processes support their abilities to think and act like a scientist as they explore and learn about both the computational and physical systems and phenomena. Assessments will be developed to measure CT-infused physics learning that is targeted in the curriculum, but also what CT learners apply to new physics topics and problem-solving situations they encounter. The educational program will address specific needs of high school students and teachers with regard to relevant disciplinary content, practices, and computation as specified in Next Generation Science Standards, the AP Computer Science Principles, and recent consensus frameworks for computational thinking in STEM. Approximately 450 students will be involved with and benefit from the project in four diverse high school settings. The diverse nature of the participating schools will both engage a demographically diverse student population in STEM and help the project achieve significant broader impacts, by assuring that the findings and products developed reflect the needs of a broad diversity of people and places. The project will develop new educational technologies, curriculum materials, and assessments for integrating physics and computation that will be broadly usable in high school physics and computer science courses.This project will investigate a method of broadening access to CT through the integration of computational modeling and problem solving in secondary physics courses. Through constructing computational models that represent complex physical systems, students will learn key concepts of Newtonian physics and CT practices of problem representation, abstraction, decomposition, composition, and verification. The project will produce a new programming environment that is optimized for modeling physics systems and phenomena, that facilitates collaborative modeling and problem solving, and that diagnoses and responds to users' learning activity with adaptive scaffolds. Three standards-aligned, problem-oriented computational physics units will be developed and used in conjunction with the programming environment. Evidence-centered design will be used to develop and validate assessments that measure CT-infused physics learning that is targeted in the units. A unique set of assessments will be developed independent of the modeling environment to measure whether and what CT students spontaneously transfer to new physics problems and learning situations. The curriculum and assessments with be co-developed by researchers and four teachers from diverse high school settings in Tennessee and California. Quantitative and qualitative analyses of student assessments, surveys, work products, computer-use logs, and videotaped tasks will be used to determine the effectiveness and broad utility of the approach - and its component parts - for integrating physics and computing. By tackling the challenge to align offline and online measures of students' learning and behaviors, the project will generate deeper understanding of how students learn, the difficulties they face, and the promise of adaptive scaffolds for improving learning. The research will also elucidate the potential of explicit CT frameworks for preparing students' for future physics learning and problem solving. The project will provide the field with a strong foundation for designing learning technologies that integrate science and computational modeling. The research findings will be shared with the project team members' respective communities in computer science, technology education, cyberlearning, physics education, science education, and teacher education through papers in peer-reviewed journals and conference presentations. Efforts will be made to disseminate to teachers through practitioners workshops, conferences, and journals. A post-doctoral fellow and three graduate students will be trained through this project.

计算和计算思维（CT）是现代科学，技术，工程和数学（STEM）领域日常实践的组成部分。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。将CT整合到核心科学教学中解决了K-12教育的实际限制，因为课程中没有空间直接教授给每个人。但是，更重要的是，将CT融入核心科学提供了一个协同的机会，以深化两者的教学。该项目通过学生构建可视化表示物理系统的计算模型并与之互动，研究物理和CT概念和实践的协同学习。 该项目由范德比尔特大学的研究人员领导，包括计算机科学家、物理学家、教育开发人员和SRI国际、斯坦福大学和塞勒姆州立大学的学习科学家。该项目将开发，实施和研究一个创新的编程环境，一个多周的计算物理课程，以及新的评估，重点是力和运动的物理概念和CT实践参与计算建模。在编程环境和课程的指导下，学习者构建代表物理系统的模型，分析和解释模型行为，然后使用模型解决问题。这些过程支持他们像科学家一样思考和行动的能力，因为他们探索和学习计算和物理系统和现象。将开发评估来衡量CT注入物理学习，这是有针对性的课程，但也CT学习者适用于新的物理主题和解决问题的情况下，他们遇到的。该教育计划将解决高中学生和教师在下一代科学标准，AP计算机科学原则和最近的STEM计算思维共识框架中规定的相关学科内容，实践和计算方面的具体需求。大约450名学生将在四所不同的高中参与该项目并从中受益。参与学校的多样性将使STEM中人口统计学上多样化的学生群体参与进来，并通过确保开发的结果和产品反映广泛多样的人和地方的需求，帮助该项目实现更广泛的影响。本项目将开发在高中物理和计算机科学课程中广泛使用的物理与计算相结合的新教育技术、课程材料和评估。本项目将研究通过在高中物理课程中整合计算建模和问题解决来扩大CT的方法。 通过构建代表复杂物理系统的计算模型，学生将学习牛顿物理学的关键概念和问题表示，抽象，分解，组合和验证的CT实践。 该项目将产生一个新的编程环境，该环境针对物理系统和现象建模进行了优化，促进了协作建模和问题解决，并通过自适应支架诊断和响应用户的学习活动。三个标准对齐，面向问题的计算物理单元将开发和使用结合编程环境。以证据为中心的设计将用于开发和验证评估，以测量单元中目标的CT注入物理学习。一套独特的评估将独立于建模环境，以衡量CT学生是否自发地转移到新的物理问题和学习情况。课程和评估将由来自田纳西州和加州不同高中环境的研究人员和四名教师共同开发。学生评估，调查，工作产品，计算机使用日志和录像任务的定量和定性分析将被用来确定的有效性和广泛的实用性的方法-及其组成部分-整合物理和计算。通过应对调整学生学习和行为的离线和在线措施的挑战，该项目将更深入地了解学生如何学习，他们面临的困难，以及改善学习的自适应支架的前景。本研究也将阐明明确的CT框架的潜力，为学生未来的物理学习和解决问题做好准备。该项目将为设计整合科学和计算建模的学习技术提供坚实的基础。研究结果将通过同行评审期刊和会议报告中的论文与项目团队成员在计算机科学，技术教育，网络学习，物理教育，科学教育和教师教育方面的各自社区分享。将努力通过从业人员讲习班、会议和期刊向教师传播。将通过该项目培训一名博士后研究员和三名研究生。

项目成果

A visual programming environment for introducing distributed computing to secondary education

• DOI: 10.1016/j.jpdc.2018.02.021
• 发表时间: 2018-08-01
• 期刊: JOURNAL OF PARALLEL AND DISTRIBUTED COMPUTING
• 影响因子: 3.8
• 作者: Broll, Brian;Ledeczi, Akos;Vanags, Chris
• 通讯作者: Vanags, Chris

Understanding Students’ Model Building Strategies Through Discourse Analysis

通过话语分析了解学生的模型构建策略

• 发表时间: 2019
• 期刊: International Conference on Artificial Intelligence in Education (AIED
• 作者: Snyder, C.;Hutchins, N.;Biswas, G.;& Grover, S.
• 通讯作者: & Grover, S.

Analyzing Students’ Synergistic Learning Processes in Physics and CT by Collaborative Discourse Analysis

通过协作话语分析来分析学生物理和 CT 的协同学习过程

• 发表时间: 2019
• 期刊: Computer-supported collaborative learning
• 作者: Snyder, C.;Biswas, G.;Emara, M.;Grover, S.;& Conlin, L.
• 通讯作者: & Conlin, L.

A High School Computational Modeling Approach to Studying the Effects of Climate Change on Coral Reefs

研究气候变化对珊瑚礁影响的高中计算模型方法

• 发表时间: 2019
• 期刊: Annual Meeting of the American Education Research Association
• 作者: Hutchins, N.;Shi, C.;& Biswas, G.
• 通讯作者: & Biswas, G.

C2STEM: a System for Synergistic Learning of Physics and Computational Thinking

• DOI: 10.1007/s10956-019-09804-9
• 发表时间: 2019-12-03
• 期刊: JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
• 影响因子: 4.4
• 作者: Hutchins, Nicole M.;Biswas, Gautam;McElhaney, Kevin
• 通讯作者: McElhaney, Kevin