Understanding How Integrated Computational Thinking, Engineering Design, and Mathematics Can Help Students Solve Scientific and Technical Problems in Career Technical Education

自动驾驶汽车能被黑客入侵吗？美国的高速公路会变得更危险吗？该项目将让学生学习如何设计和编程面向未来的安全技术。结合多种理论，如活动理论、社会建构主义学习理论和基于项目的学习(PBL)作为本研究的概念框架，研究者将应用基于关注的采用模式(CBAM)来指导专业发展，利用PBL来帮助9-12年级的理科教师将计算思维融入到他们的教学中。该项目将使用智能汽车作为一种手段，让职业技术教育(CTE)和数学教师以及9-12年级的学生参与进来，并更好地了解如何在课程中嵌入计算思维。该计划旨在为理解专业发展的有效特征做出有意义的贡献。该项目由STEM+计算计划资助，该计划旨在通过将计算思维和计算活动应用于高中(Pre-K-12)幼儿教育的STEM学科教与学中，解决计算STEM领域新出现的挑战。该项目将调查聚焦于PBL的主题是否是使数学更吸引学生和与学生更相关的有效媒介。这项调查将解决阻碍教师在数学和CTE中实施计算思维的共同关切，以及教师的CBAM分数与PBL实施之间是否存在关系。在数学教师和CTE教师之间建立合作伙伴关系，利用PBL技术设计和测试他们的课程的做法是独特的，可以作为一个强大的和可复制的模式，使数学与学生更相关。

Can self-driving cars be hacked? Can US highways become even more dangerous? This project will engage students in learning how to design and program secure technologies for the future. Combining multiple theories, such as the fusion of activity theory, social constructivist learning theory, and project-based learning (PBL), as the conceptual framework for this study, the investigators will apply the Concerns Based Adoption Model (CBAM) to guide professional development that uses PBL to help grade 9-12 science teachers integrate computational thinking into their teaching. The project will use smart vehicles as a means to engage career technical education (CTE) and mathematics teachers, alongside with grade 9-12 students, and to better understand how to embed computational thinking in the curriculum. The program is designed to contribute meaningfully to the understanding of effective characteristics of professional development. 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).This project will investigate whether a PBL focused topic is an effective medium for making mathematics more engaging and relevant to students. The investigation will address common concerns inhibiting teacher enactment of computational thinking in mathematics and CTE, and whether a relationship exists between teachers' CBAM score and implementation of PBL. The practice of developing collaborative partnerships between mathematics and CTE teachers to design and test their courses employing PBL techniques is unique and may serve as a powerful and replicable model for making mathematics more relevant to students.