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

自动驾驶汽车会被黑客入侵吗？美国的高速公路会变得更危险吗？该项目将使学生学习如何为未来设计和编程安全技术。本研究以活动理论、社会建构主义学习理论和基于项目的学习（PBL）为概念框架，运用基于关注的采用模型（CBAM）指导专业发展，利用PBL帮助9-12年级科学教师将计算思维融入教学。该项目将使用智能汽车作为一种手段，吸引职业技术教育（CTE）和数学教师以及9-12年级的学生，并更好地了解如何将计算思维融入课程。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+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。本项目将调查PBL关注的主题是否是一种有效的媒介，使数学对学生更有吸引力和相关性。本研究将探讨阻碍教师在数学和CTE中实施计算思维的常见问题，以及教师的CBAM分数与PBL实施之间是否存在关系。在数学和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，这种做法是独特的，可以作为一种强大的、可复制的模式，使数学与学生更加相关。

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.