Integrating Computer Science in the High School Biology, Chemistry, Earth and Energy Sciences Curriculum

该项目由STEM+Computing项目资助，该项目旨在通过将计算思维和计算活动应用于STEM学科的教学和学习中，解决计算STEM领域的新挑战。计算和计算思维是所有STEM学科的核心组成部分，也是21世纪学生在全球经济中取得成功所必需的核心技能。对于进入高就业能力STEM和计算机科学（CS）领域的更强大、更公平的途径的迫切需求是有目可睹的。该项目通过扩大获得劳动力所需的基本STEM和计算知识和技能的机会，为高中生，特别是代表性不足的学生扩展和多样化大学和职业管道。基于基于证据的数字学习模式，EdAdvance将与中等教育、高等教育和工业领域的跨学科合作伙伴一起设计、试点测试和评估一系列计算机科学课程，同时培养学生的STEM和计算机科学能力。新开发的数字计算机学习模块将被整合到一系列核心高中必修科学课程中（生物21、化学21和地球与能源基本要素）。这种方法最大限度地提高了学生在STEM集中课程中严格的计算学习的参与度，并促进了全国范围内的复制和扩展。根据新课程，来自12所不同学校（城市、农村和郊区）的1200多名学生将以学生为主导的团队合作，开发创新挑战项目（icp），为现实世界的STEM和CS挑战提供解决方案。学生组成产品或服务开发团队，共同建立他们的业务或非营利结构，以进行ICP开发。学生团队将在全国知名的学生创新博览会上展示他们的icp，由STEM和CS行业和高等教育专家组成的小组进行竞争性评判。对于教师来说，一个全面的专业发展模式，包括暑期学院，教学指导和专业学习社区，使教育工作者能够忠实地实施课程，并提高他们的STEM和CS内容知识和教学技能。在三年项目期间开发的资源将在开放教育资源许可下发布，并在康涅狄格州教育部、康涅狄格州地区教育服务中心联盟和康涅狄格州公立学校督学协会的支持下在全州范围内传播，并通过合作伙伴网络在全国范围内传播。研究人员将研究这门课程对学生的影响：1)STEM和计算自我效能；2) STEM和CS职业和教育兴趣；3)计算机技能；4) 21世纪的探究技巧。形成性评估结果和年度分析的结果和实施的保真度将用于设计，开发和测试课程的迭代。这项研究的结果将为支持将计算技能融入核心高中科学内容的方法和条件提供信息，并将有助于研究有效的教学法和教学环境，以实现所有学生公平的STEM和CS学习。

The project is funded by the STEM+Computing program, which seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12). Computing and computational thinking are a central component of all STEM disciplines and a core 21st Century skill necessary for students' success in our global economy. The critical need for more robust and equitable pathways into high employability STEM and Computer Science (CS) fields is well-documented. This project expands and diversifies the college and career pipeline for high school students, particularly underrepresented students, by expanding access to the essential STEM and computing knowledge and skills demanded by the workforce. Building on an evidence-based digital learning model, EdAdvance and interdisciplinary partners in secondary education, higher education, and industry, will design, pilot test, and evaluate a series of CS courses that concurrently develop students' STEM and CS competencies. Newly developed digital CS learning modules will be integrated into a sequence of core required high school science coursework (Biology21, Chemistry21, and Earth & Energy Essentials). This approach maximizes student engagement in rigorous computational learning across a concentrated course of STEM studies and facilitates national replication and scaling. Aligned with the new coursework, over 1,200 students in 12 diverse school settings (urban, rural, and suburban) will collaborate in student-led teams to develop innovation challenge projects (ICPs) that present solutions to real world STEM and CS challenges. Students form product or service development teams and collaboratively establish their business or non-profit structure for ICP development. Student teams will present their ICPs at the nationally-acclaimed Student Innovation Expo, competitively judged by a panel of STEM and CS industry and higher education experts. For instructors, a comprehensive professional development model, including a Summer Institute, instructional coaching, and professional learning communities, prepares educators to implement the curricula with fidelity and advance their STEM and CS content knowledge and pedagogy skills. Resources developed over the three-year project period will be published under an Open Education Resources license and disseminated statewide with the support of the Connecticut State Department of Education, the Connecticut Regional Educational Service Center Alliance, and the Connecticut Association of Public School Superintendents, and nationally through partner networks. Researchers will examine the impact of this coursework on students': 1) STEM and computing self-efficacy; 2) STEM and CS career and education interest; 3) computing skills; and 4) 21st century inquiry skills. Formative assessment results and yearly analyses of the outcomes and fidelity of implementation will be used to design, develop, and test the coursework iteratively. Results of this research will inform the approaches and conditions that support the integration of computing skills into core high school science content, and will contribute to research on effective pedagogy and pedagogical environments to achieve equitable STEM and CS learning for all students.