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攻击吗？美国高速公路会变得更危险吗？该项目将让学生学习如何为未来设计和编程安全技术。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）的融合，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，使用PBL帮助9-12年级的科学教师将计算思维融入他们的教学。 该项目将使用智能车辆作为一种手段，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+Computing项目资助，旨在通过将计算思维和计算活动应用于幼儿教育中的学科STEM教学和学习中，以应对计算STEM领域的新挑战。该项目将调查以PBL为重点的主题是否是使数学更具吸引力和与学生相关的有效媒介。 调查将解决共同关注的问题，抑制教师制定数学和CTE的计算思维，以及教师的CBAM得分和PBL的实施之间是否存在关系。发展数学和CTE教师之间的合作伙伴关系，设计和测试他们的课程采用PBL技术的做法是独特的，可以作为一个强大的和可复制的模型，使数学更相关的学生。

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.