Research on the Integration of Computational Modeling and Algebra-Based Physics to Improve Teaching and Learning of Computational Thinking

计算建模与代数物理相结合以改善计算思维教学的研究

• 批准号: 1640791
• 负责人: Robert Hilborn
• 金额: $ 124.75万
• 依托单位: American Association of Physics Teachers
• 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 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640791&HistoricalAwards=false
• 关键词: Research; Integration; Computational; Modeling; Algebra

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. Recent efforts have been made to incorporate computational modeling in physics instruction to facilitate integration of computing and physics instruction. However, these efforts focus on upper-grade, calculus-based physics courses, in which disproportionately fewer Black, Hispanic, and female students enroll. This project will develop and test an innovative professional development system where teachers develop physics, computing and CT, and pedagogical content knowledge that enables them to effectively incorporate computational modeling in algebra-based Physics First courses in which all students enroll. The project combines two complementary model-based pedagogies and tools - Modeling Instruction and Bootstrap - as the basis of an explicit instructional approach to teaching computing and CT and of curricular materials that are suitable for diverse early secondary learners of physics. The intervention will address specific needs of teachers and students with regard to relevant disciplinary content, practices, and computation as specified in the Next Generation Science Standards, the Common Core Standards for Mathematical Practice, the Computer Science Teacher Association Computer Science Standards, and recent consensus frameworks for computational thinking in STEM. The project team includes physicists, education developers, and education researchers affiliated with the American Association of Physics Teachers and computer scientists from Brown University and Worcester Polytechnic Institute. Sixty teachers and their estimated 6000 students from high schools in New York and nationwide will participate in and benefit from the project. The diverse nature of the schools and the intentional design for algebra-based physics courses 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 contribute to practical models of professional development that support teachers' learning and integration of CT in physics, and possibly, other science domains. The project will produce professional development workshops and associated materials, including grade-level computational physics modules for a variety of core physics topics. The developed products and the research findings will be shared with more than 8,000 high school, community college, and 4-year college members of the Modeling and Bootstrap practitioner communities. This project will investigate a method of broadening access to CT through the integration of computational modeling in a context experienced by all students in participating teachers' schools: algebra-based physics courses. The professional development will engage teachers who are experienced users of Modeling Instruction in (1) a computational modeling course using the Bootstrap programming language and curricular resources; (2) a scaffolded process for collaboratively developing instructional modules that integrate algebra-based physics and computational modeling; (3) ongoing support for implementing a core set of refined computational physics modules in algebra-based physics courses; and (4) monthly meetings of an online professional learning community to discuss the computational physics modules, their implementation, classroom successes and barriers, and evidence of CT-infused physics learning from student work. As a result of participating in the professional development, teachers will have increased facility with and disciplined application of computational modeling across a variety of core physics topics. They will be able to support CT-infused physics learning as students build, refine, and use computational models to explore physical and computational worlds. Over three years the project will engage 60 teachers from schools in New York and nationwide. Each year, two master teachers will partner with the project team to further refine the set of teacher-developed modules prior to implementation. Quantitative and qualitative analysis of teacher and student assessments, surveys, interviews, work products, and both PD and classroom observations will be used to determine the effectiveness and broad utility of the approach for integrating physics and computing. The project will develop and validate a new Integrated Computational Thinking in Physics Survey (ICTPS) to measure (1) competencies with CT concepts and practices in the context of building computational models of physical systems and using them to solve problems; and (2)aspects of identity as a competent learner of computational thinking. The research will provide the first study of how professional learning with Modeling Instruction and Bootstrap pedagogies and resources augment teachers' learning of physics and CT and improves their competence and confidence to integrate computational modeling in physics curriculum and instruction. The research will also explore whether integrating computational modeling in algebra-based physics shows promise for improving diverse students' learning and problem solving in physics and computing. The new research assessment for measuring CT as applied to physical systems and problems may be broadly useful for future research at the intersections of physics and CT. The project team and advisory board members will disseminate findings to their respective professional associations and networks, including the American Association of Physics Teachers, American Modeling Teachers Association (AMTA), STEMteachersNYC, and stakeholders of the Bootstrap user community. Findings will also be shared by more traditional means, such as papers in peer-reviewed journals and conference presentations. Efforts will be made to incorporate the computational physics modules produced in this study into the more than 80 Modeling Instruction workshops offered each year through the AMTA.

计算和计算思维（CT）是现代科学、技术、工程和数学（STEM）领域日常实践中不可或缺的一部分。因此，STEM+计算伙伴关系（STEM+C）计划寻求推进新的多学科方法和基于证据的理解，将计算整合到STEM教学和学习中，并在计算领域做出具体学科的努力，旨在为K-12的计算机科学教学建立一个证据基础，包括在不同的人群中。近年来，人们努力将计算建模纳入物理教学，以促进计算和物理教学的整合。然而，这些努力主要集中在高年级的、以微积分为基础的物理课程上，这些课程的黑人、西班牙裔和女性学生的数量不成比例地少。该项目将开发和测试一个创新的专业发展系统，在该系统中，教师将开发物理、计算和CT以及教学内容知识，使他们能够有效地将计算建模纳入所有学生参加的基于代数的物理第一课程。该项目结合了两种互补的基于模型的教学方法和工具——建模指导和引导——作为一种明确的教学方法的基础，用于教授计算机和CT以及适合不同类型的中学早期物理学习者的课程材料。该干预措施将满足教师和学生在《下一代科学标准》、《数学实践共同核心标准》、《计算机科学教师协会计算机科学标准》以及最近关于STEM计算思维的共识框架中所规定的相关学科内容、实践和计算方面的具体需求。该项目团队包括物理学家、教育开发人员和隶属于美国物理教师协会的教育研究人员，以及来自布朗大学和伍斯特理工学院的计算机科学家。来自纽约和全国各地高中的60名教师和大约6000名学生将参与并受益于该项目。学校的多样性和基于代数的物理课程的有意设计将使STEM的学生群体在人口统计学上多样化，并通过确保研究结果和开发的产品反映了广泛的人群和地区的需求，帮助该项目实现重大的更广泛的影响。该项目将有助于建立实用的专业发展模式，以支持教师学习和将CT整合到物理，甚至其他科学领域。该项目将制作专业发展研讨会和相关材料，包括针对各种核心物理主题的年级水平计算物理模块。开发的产品和研究成果将与建模和Bootstrap从业者社区的8000多名高中、社区大学和4年制大学成员分享。该项目将研究一种方法，通过将计算建模整合到参与教师学校的所有学生都能体验到的情境中，从而扩大CT的使用范围：基于代数的物理课程。专业发展将聘请有经验的建模指导用户的教师(1)使用Bootstrap编程语言和课程资源的计算建模课程；(2)协作开发整合基于代数的物理和计算建模的教学模块的脚手架过程；(3)持续支持在基于代数的物理课程中实现一套精细化的计算物理核心模块；(4)每月举行一次在线专业学习社区会议，讨论计算物理模块、它们的实施、课堂上的成功和障碍，以及从学生作业中学习ct物理的证据。参与专业发展的结果是，教师将在各种核心物理主题中提高计算建模的能力和纪律应用。当学生建立、完善和使用计算模型来探索物理和计算世界时，它们将能够支持ct注入的物理学习。在三年的时间里，该项目将聘请来自纽约和全国各地学校的60名教师。每年，两位大师教师将与项目团队合作，在实施之前进一步完善教师开发的模块。对教师和学生的评估、调查、访谈、工作成果以及PD和课堂观察的定量和定性分析将用于确定整合物理和计算方法的有效性和广泛实用性。该项目将开发和验证一项新的物理综合计算思维调查（ICTPS），以衡量(1)在构建物理系统计算模型并使用它们解决问题的背景下，对CT概念和实践的能力；(2)作为一个有能力的计算思维学习者的身份方面。本研究将首次研究如何利用建模指导和Bootstrap教学法和资源进行专业学习，以增强教师对物理和计算机数学的学习，并提高他们将计算建模整合到物理课程和教学中的能力和信心。该研究还将探讨在基于代数的物理中集成计算建模是否有希望提高不同学生在物理和计算方面的学习和解决问题的能力。在物理系统和问题中测量CT的新研究评估可能对物理学和CT交叉的未来研究有广泛的帮助。项目团队和顾问委员会成员将向各自的专业协会和网络传播调查结果，包括美国物理教师协会、美国建模教师协会（AMTA）、STEMteachersNYC和Bootstrap用户社区的利益相关者。研究结果也将通过更传统的方式分享，比如在同行评议的期刊上发表论文和在会议上发表演讲。将努力将本研究中产生的计算物理模块纳入每年通过AMTA提供的80多个建模指导讲习班。

项目成果

Computational Modeling in High School Physics First: Postcards from the Edge

高中物理中的计算建模首先：来自边缘的明信片

• DOI: 10.1119/10.0006458
• 发表时间: 2021
• 期刊: The Physics Teacher
• 作者: Apple, Lillian;Baunach, John;Connelly, Glenda;Gahlhoff, Sonia;Romanowicz, Colleen Megowan;Vieyra, Rebecca Elizabeth;Walker, Lucas
• 通讯作者: Walker, Lucas

Teachers’ Disciplinary Boundedness in the Implementation of Integrated Computational Modeling in Physics

教师在物理综合计算建模实施中的学科界限

• DOI: 10.1007/s10956-021-09938-9
• 发表时间: 2022
• 期刊: Journal of Science Education and Technology
• 影响因子: 4.4
• 作者: Vieyra, Rebecca;Himmelsbach, Joshua
• 通讯作者: Himmelsbach, Joshua