Reconceptualizing STEM+Computing Literacy

重新定义STEM+计算素养是由STEM+计算伙伴关系（STEM+C）计划资助的，该计划旨在通过跨一个或多个领域的应用研究和开发，促进K-12科学、技术、工程和数学（STEM）教学中计算和计算思维的多学科整合，并扩大对计算和计算相关领域的参与。该项目将研究计算思维的整合，作为STEM扫盲的一个新的、更现代的视角的一部分，并将设计、开发和测试一个原型扫盲评估工具，该工具将测量计算思维扫盲以及其他STEM内容领域的扫盲措施。该工具将作为一款自我测量应用程序（App）向公众开放，个人可以使用它来测试自己的读写能力，教师、学校、非正式教育工作者和组织也可以使用它来评估学生及其STEM教育项目的读写能力发展。这个跨学科的研究项目将开始创造一种创新的方法和工具来衡量读写能力，这将扩大读写能力的定义，包括计算技能和科学推理。读写能力是一个重要的概念和衡量标准，传统上用于评估个人的科学知识。该项目将探索一个更广泛的扫盲视角，包括从校外获得的学习，以及将计算技能和思维作为更现代的STEM扫盲视角的一部分。将开发和研究一个基于网络的原型应用程序，允许个人和教育机构评估读写水平，以及提高读写能力的方法。该方法将利用来自计算机、教育、科学、社会科学和其他STEM领域的60多位专家的讨论和知识，使用德尔菲法进行识字的重新概念化。假设这个新的STEM+C素养框架应该沿着四个相互作用但半独立的领域构建：1)一般的STEM+C知识；2)自定义STEM+C领域的知识和专长；3)与STEM+C相关的态度和信念；4)参与STEM+C相关追求和讨论所需的技能和能力，包括对STEM+C思维模式的衡量。这四个领域中的每一个都可能包括许多子领域和相关的描述符，它们共同描述了STEM+C识字公民的不同方面。该应用程序旨在向个人提供与其他人相比的知识、态度和技能的反馈，并建议通过嵌入式反馈机制加强和改善他们的技能和理解的方法。该项目通过为个人和组织提供实时响应的理解来衡量STEM+C素养，深化关于公众参与科学、工程、技术、数学和计算的价值的对话，并揭示影响STEM+C素养的动态因素，从而创造公共利益。

Reconceptualizing STEM + Computing Literacy is funded by the STEM+Computing Partnership (STEM+C) program, which seeks to advance multidisciplinary integration of computing and computational thinking in K-12 science, technology, engineering, and mathematics (STEM) teaching and learning through applied research and development across one or more domains, and broadening participation in computing and computing-related fields. The project will study the integration of computational thinking as part of a new and more contemporary perspective of STEM literacy, and will design, develop, and beta-test a prototype literacy assessment tool that will measure computational thinking literacy along with measures of literacy in other STEM content areas. The tool will be available to the general public as a self-measurement application (App) that can be used by individuals to test their own literacy, and by teachers, schools, and informal educators and organizations to assess literacy development in their students and in their STEM education programs. This transdisciplinary research project will begin the process of creating an innovative approach and tool for measuring literacy that will expand the definition of literacy to include computational skills along with science reasoning. Literacy is an important concept and measurement that has traditionally been used to assess an individual's knowledge of science. This project will explore a broader literacy perspective that incorporates learning derived from out of school and one that incorporates computational skills and thinking as part of a more contemporary perspective of STEM literacy. A prototype web-based App allowing individuals and education organizations to assess literacy levels, and ways to enhance literacy, will be developed and studied. The methodology will be developed using discussions and knowledge from over 60 experts across computing, education, science, social science, and other STEM fields using a Delphi method to engage in reconceptualization of literacy. The hypothesis is that this new STEM+C literacy framework should be structured along four interacting but semi-independent domains: 1) general STEM+C knowledge; 2) self-defined areas of STEM+C knowledge and expertise; 3) attitudes and beliefs related to STEM+C; and 4) the skills and competencies necessary to participate in STEM+C related pursuits and discussions, including measures of modes of STEM+C thinking. Each of these four domains is likely to include numerous sub-domains and associated descriptors, which collectively describe the different aspects of being a STEM+C literate citizen. The application will be designed to provide feedback to individuals on their knowledge, attitudes and skills compared with those of others and suggest ways to enhance and improve their skills and understanding through an embedded feedback mechanism. This project creates public benefit by providing individuals and organizations with a responsive real-time understanding measuring STEM+C literacy, deepening the dialogue about the value of public engagement in science, engineering, technology, math and computing and revealing the dynamic factors that inform STEM+C literacy.