Informal STEM Teaching and Learning Through Infusing Computational Thinking into Science Learning

通过将计算思维融入科学学习中进行非正式的 STEM 教学

• 批准号: 1640228
• 负责人: Yang Dazhi
• 金额: $ 109.03万
• 依托单位: Boise State 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: 2016-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640228&HistoricalAwards=false
• 关键词: Informal; STEM; Teaching; Learning; Through

All forms of computation are on the near horizon as necessary to learn as well as incorporate into learning of science. The STEM+C (STEM + Computing Partnerships) program has as its goal the integration of computation and science. This specific project will build and pilot a Community Center Afterschool Program (CCAP) model for integrating computation across K-12 disciplines at three community centers and their three affiliated Kid City Programs (6 locations) serving high needs, Title I schools in Boise, Idaho. Motivation for this project is based on the national urgency of integrating computational thinking (CT) in K-12 STEM education, a lack of qualified K-12 computing teachers, and local needs of quality STEM+C programs for high needs students. The CCAP model focuses on student learning and teacher professional development (PD) through pre-/in-service teacher-led, project-based, integrated STEM+C hands-on inquiry projects. Afterschool programs provide opportunities for thoughtful, reflective engagement in complex, integrated projects that require combined knowledge across STEM disciplines and applications of computational thinking (CT), which are needed for computational integration. The CCAP model uses STEM+C inquiry/projects as a bridge between informal and formal learning and as a means of teacher PD. Not only will this project address student learning and teacher PD in CT, it will connect informal and formal learning and extend teacher PD to classroom practice. Project goals include: 1) design and implement a CCAP model; 2) explore how to integrate CT in project-based, integrated STEM inquiry for 4th-6th grade students in afterschool programs; and 3) examine how engagement in such inquiry impacts students and teachers. The project teams will: 1) design at least four project-based, integrated STEM+C inquiry projects aligned with standards via iterative design-based research; 2) implement them in small groups of six students paired with two teachers; 3) train 24 pre- and 24 in-service Title 1 school teachers with 144 students.

所有形式的计算都是在不久的将来，作为必要的学习，以及纳入科学的学习。STEM+C（STEM + Computing Partnerships）计划的目标是将计算与科学相结合。这个特定的项目将建立和试点社区中心课后计划（CCAP）模型，用于在三个社区中心及其三个附属的儿童城市计划（6个地点）中整合K-12学科的计算，以满足博伊西，爱达荷州的高需求。该项目的动机是基于在K-12 STEM教育中整合计算思维（CT）的国家紧迫性，缺乏合格的K-12计算教师，以及当地对高需求学生的高质量STEM+C课程的需求。CCAP模式通过职前/在职教师主导的、基于项目的综合STEM+C实践探究项目，关注学生学习和教师专业发展（PD）。课后课程提供了深思熟虑的机会，反思参与复杂的综合项目，这些项目需要跨STEM学科的综合知识和计算思维（CT）的应用，这是计算集成所需的。CCAP模型使用STEM+C查询/项目作为非正式和正式学习之间的桥梁，并作为教师PD的一种手段。该项目不仅将解决学生学习和教师PD在CT，它将连接非正式和正式的学习，并延长教师PD课堂实践。项目目标包括：1）设计和实施CCAP模型; 2）探索如何将CT整合到课后项目中的4 - 6年级学生基于项目的综合STEM调查中; 3）研究参与此类调查如何影响学生和教师。项目小组将：1）设计至少四个基于项目的，综合的STEM+C调查项目，通过迭代设计为基础的研究与标准一致; 2）在六名学生与两名教师配对的小组中实施; 3）培训24名职前和24名在职教师，144名学生。

项目成果

Elementary School Teachers’ Professional Development through Facilitating an Integrated STEM Robotics Activity

通过促进综合 STEM 机器人活动实现小学教师的专业发展

• 发表时间: 2020
• 期刊: The Journal of computers in mathematics and science teaching
• 作者: Ching, Y.H.;Wang, S.;Yang, D.;Baek, Y.;Swanson, S.;Chittoori, B.
• 通讯作者: Chittoori, B.

Elementary Students’ Computational Thinking Practice in A Bridge Design and Building Challenge (Fundamental)

小学生——桥梁设计与建造挑战赛中的计算思维实践（基础）

• 发表时间: 2019
• 期刊: 2019 ASEE Annual Conference & Exposition
• 作者: Yang, Dazhi;Baek, Youngkyun;Chittoori, Bhaskar;Stewart, William
• 通讯作者: Stewart, William

Addressing the challenges of online video analysis in qualitative studies: A worked example from computational thinking research

解决定性研究中在线视频分析的挑战：计算思维研究的一个实例

• 发表时间: 2021
• 期刊: The Qualitative report
• 作者: Snelson, C.

Investigating Title I School Student STEM Attitudes and Experience in an After-school Problem-based Bridge Building Project

调查 Title I 学校学生在课后基于问题的桥梁建设项目中的 STEM 态度和经验

• 发表时间: 2022
• 期刊: Journal of STEM education
• 作者: Yang, D.;Chittoori, B.
• 通讯作者: Chittoori, B.

Developing Computational Thinking through Project-Based Airplane Design Activities

通过基于项目的飞机设计活动培养计算思维

• DOI: 10.1109/fie44824.2020.9274021
• 发表时间: 2020
• 期刊: IEEE Frontiers in Education Conference (FIE
• 作者: Yang, Dazhi;Baek, Youngkyun;Swanson, Steve
• 通讯作者: Swanson, Steve