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Workshop to Develop an Interdisciplinary Framework for Integrating Computational Thinking in K-12 Science, Mathematics, Technology, and Engineering Education; Oct. 2016-Waltham, MA

开发跨学科框架以将计算思维整合到 K-12 科学、数学、技术和工程教育中的研讨会；

基本信息

批准号：
1647018
负责人：
Joyce Malyn-Smith
金额：
$ 29.74万
依托单位：
Education Development Center
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：
2016-10-01 至 2020-03-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1647018&HistoricalAwards=false
关键词：
Workshop Develop Interdisciplinary Framework Integrating

项目摘要

The STEM+Computing (STEM+C) program seeks to advance applied research on the integration of computing and computational thinking in elementary, middle, and high school science, technology, engineering, and mathematics (STEM) education, and advance and broaden participation in computing and computationally-intensive fields. Computational thinking has traditionally been defined in the context of the discipline of computer science; however, as the other STEM fields have become more computational, computational thinking has emerged as a fundamental skill essential for students across a wide range of other STEM disciplines, such as chemistry, biochemistry, biophysics, geoscience, molecular biology, genetics, genomics, ecology, evolution, anatomy, neuroscience, applied mathematics, statistics, and modeling, simulation, and visualization, as well as some non-STEM fields (criminal justice, music, film, and animation). Given the scarcity of research defining computational thinking in the other STEM disciplines, and the equal scarcity of research on how to integrate computational thinking in the early grades through high school, there is an urgent need to bring together education researchers, K-12 practitioners, and disciplinary scientists to collaborate on the development of an evidence-based framework for defining computational thinking from an interdisciplinary perspective. A four and half day workshop will be held at the Education Development Center in Waltham, Massachusetts for participants who are studying the integration of computing and computational thinking in STEM education, to collaborate on (1) defining the specific characteristics of computational thinking as it occurs within disciplinary learning across the elementary through high school grade bands, (2) determine the appropriate grade-specific assessments of computational thinking to measure student learning, and (3) make recommendations for integrating computational thinking in pre-service teacher education. The workshop will be evaluated by an external evaluator who will observe workshop activities, conduct interviews with workshop participants and project staff, and provide a final, summative analysis of the workshop's findings to assess whether project goals and objectives have been fully implemented. The workshop will contribute unique findings on the range of pedagogies and competencies needed to effectively teach and learn interdisciplinary computational thinking in K-12, and will advance future research on learning at the intersection of computing and the other STEM disciplines, a core objective of the STEM+Computing (STEM+C) program.This STEM+C workshop studying interdisciplinary computational thinking is an 18-month effort that will be guided by a planning committee comprised of the Principal Investigators and project staff from the Education Development Center. Workshop participants will include education researchers, K-12 practitioners, disciplinary scientists, and Principal Investigators from NSF's STEM+C, ITEST, and other programs, and national thought leaders in education and computing. Participants will meet in specific grade bands (K-2, 3-5, 6-8, and 9-12), in groups organized by subject matter, and in mixed groups, to analyze the assumptions and constructs that currently undergird computational thinking in the field and in their research, and seek to identify respective skills and competencies students will need in computational thinking for STEM fields, and appropriate teacher pedagogy supporting such skills development. The project team and participants will synthesize workshop discussions and findings, and collaborate on the development of an interdisciplinary theoretical framework that will (a) describe computational thinking from an interdisciplinary perspective to progress in grade bands across the STEM curriculum, (b) convey what it means for students to think computationally within and across the STEM fields, (c) articulate grade-band recommendations for assessing students' interdisciplinary computational thinking, and (d) make recommendations for integrating computational thinking in pre-service teacher education and teacher professional development, (e) identify areas for future research on interdisciplinary computational thinking, (f) produce a landscape study of existing computational thinking assessments with a gap analysis to determine alignment of existing assessments with the workshop's framework; and (f) create working groups for disseminating workshop findings via conference papers, peer reviewed journal articles, and presentations to national STEM-education and computing stakeholders, including policymakers in states implementing computer science standards in K-12. A summative evaluation will be conducted on the workshop and its results, including field-wide assessment and peer review of the framework. The workshop will advance core objectives of the STEM+C program to evolve evidence-based approaches to the integration of computing and computational thinking in K-12 teaching and learning; innovation of approaches to assessing grade-specific computational thinking; and new teacher pedagogy integrating computational thinking.

STEM+计算（STEM+C）项目旨在推进小学、初中和高中科学、技术、工程和数学（STEM）教育中计算和计算思维整合的应用研究，并推动和扩大对计算和计算密集型领域的参与。计算思维传统上是在计算机科学学科的背景下定义的。然而，随着其他 STEM 领域变得更加计算化，计算思维已成为其他 STEM 学科（例如化学、生物化学、生物物理学、地球科学、分子生物学、遗传学、基因组学、生态学、进化、解剖学、神经科学、应用数学、统计学、建模、模拟和可视化以及一些非 STEM）学生必不可少的基本技能。领域（刑事司法、音乐、电影和动画）。鉴于其他 STEM 学科定义计算思维的研究匮乏，以及如何将计算思维从低年级到高中整合的研究同样匮乏，迫切需要将教育研究人员、K-12 从业者和学科科学家聚集在一起，合作开发一个基于证据的框架，从跨学科的角度定义计算思维。为期四天半的研讨会将在马萨诸塞州沃尔瑟姆的教育发展中心为正在研究 STEM 教育中计算和计算思维整合的参与者举办，以合作 (1) 定义从小学到高中年级学科学习中出现的计算思维的具体特征，(2) 确定适合特定年级的计算思维评估，以衡量学生的学习情况，以及 (3) 提出整合计算思维的建议在职前教师教育中。研讨会将由外部评估员进行评估，外部评估员将观察研讨会活动，与研讨会参与者和项目工作人员进行访谈，并对研讨会的结果进行最终总结性分析，以评估项目目标是否得到充分实施。该研讨会将在 K-12 中有效教授和学习跨学科计算思维所需的教学法和能力方面贡献独特的发现，并将推进计算与其他 STEM 学科交叉点的未来研究，这是 STEM+计算 (STEM+C) 计划的核心目标。这个研究跨学科计算思维的 STEM+C 研讨会是一个为期 18 个月的工作，将由一个规划委员会指导教育发展中心的首席研究员和项目人员。研讨会参与者将包括教育研究人员、K-12 从业者、学科科学家、NSF STEM+C、ITEST 和其他项目的首席研究员，以及教育和计算领域的国家思想领袖。参与者将按特定年级（K-2、3-5、6-8 和 9-12）分组，按主题分组以及混合分组，分析当前在该领域及其研究中支撑计算思维的假设和构造，并寻求确定学生在 STEM 领域计算思维所需的相应技能和能力，以及支持此类技能发展的适当教师教学法。项目团队和参与者将综合研讨会的讨论和发现，并合作开发一个跨学科理论框架，该框架将（a）从跨学科的角度描述计算思维在整个 STEM 课程年级范围内的进展，（b）传达学生在 STEM 领域内和跨 STEM 领域进行计算思维的意义，（c）阐明用于评估学生跨学科计算思维的年级范围建议， (d) 就将计算思维纳入职前教师教育和教师专业发展提出建议，(e) 确定跨学科计算思维未来研究的领域，(f) 对现有计算思维评估进行总体研究，并进行差距分析，以确定现有评估与讲习班框架的一致性； (f) 创建工作组，通过会议论文、同行评审的期刊文章以及向国家 STEM 教育和计算利益相关者（包括在 K-12 中实施计算机科学标准的州的政策制定者）进行演示来传播研讨会的结果。将对研讨会及其结果进行总结性评价，包括全领域评估和框架同行审查。该研讨会将推进 STEM+C 计划的核心目标，以发展基于证据的方法，将计算和计算思维整合到 K-12 教学中；评估特定年级计算思维的方法创新；以及整合计算思维的新教师教学法。