Principles And Resources For Integrating Computational Thinking Into High School Science Courses

将计算思维融入高中科学课程的原则和资源

• 批准号: 1741831
• 负责人: Daniel Heck
• 金额: $ 124.96万
• 依托单位: Horizon Research Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-10-01 至 2022-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1741831&HistoricalAwards=false
• 关键词: Principles; Resources; Integrating; Computational; Thinking

As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM+Computing program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within STEM teaching and learning in early childhood education through high school (preK-12). This project will integrate computational thinking with biology and chemistry in high school science courses, and conduct research to generate knowledge about: (1) How to create instructional experiences for all high school students that engage them in computational thinking (CT) in their learning of science; (2) What teachers require to effectively provide these experiences as a regular part of their science program; and (3) How to measure student engagement in and learning of CT in the context of science. The general aim of this project is to expand understandings of how CT can be infused into all high school science courses by examining the needs teachers who want to implement computational science curriculum modules, and researchers who want to measure outcomes of student learning experiences in computational science curriculum modules. This exploratory integration research project will be implemented in three phases (development, pilot, and field trial) and will conduct mixed-methods studies of curriculum adaptation, teacher preparation and support, and measurement of student instructional experiences and outcomes. Three research questions guide the activities of this project: (1) How can computational thinking be operationalized in high school science courses? (2) What do high school teachers need to understand and believe to promote computational thinking in their science courses and to teach science using computational thinking? And (3) How can computational thinking integrated into science instruction be rigorously measured? The development phase will span the first two years of the project, and will result in: (1) Development of four CT curriculum modules: two for high school biology courses and two for high school chemistry courses; and (2) Development of prototype instruments for measuring CT. The Pilot phase, taking place in year two of the project, will involve four selected teachers who teach science (two biology teachers and two chemistry teachers) and the students in two of their classes each (approximately 200 students total). The Field Trial phase in year three of the project will include a residential institute for 12 participating teachers (six biology teachers and six chemistry teachers). The institute will prepare them to teach the modules. During the year, each participating teacher will enact the modules in two of their science classes, involving their students also as participants in the research (approximately 600). During implementation, project team members will provide guidance to teachers through webinars, user community interactions, and just-in-time support.

随着计算已成为科学，技术，工程和数学（STEM）实践的组成部分，STEM+计算计划旨在通过在幼儿教育中应用计算思维和计算活动的整合来解决计算STEM领域的新挑战。本计画将在高中科学课程中整合计算思考与生物、化学，并进行研究以产生下列知识：（1）如何为所有高中生创造教学经验，让他们在学习科学时参与计算思考（CT）;（2）教师需要什么来有效地提供这些经验，作为他们科学课程的常规部分;（3）如何测量学生在科学背景下对计算机技术的参与和学习。 这个项目的总体目标是扩大CT如何可以注入到所有高中科学课程的理解，通过检查的需求教师谁想要实施计算科学课程模块，和研究人员谁想要衡量学生的学习经验，在计算科学课程模块的成果。这一探索性的整合研究项目将分三个阶段（开发、试点和实地试验）实施，并将对课程调整、教师准备和支持以及学生教学经验和成果的测量进行混合方法研究。三个研究问题指导了本项目的活动：（1）计算思维如何在高中科学课程中操作化？(2)高中教师需要理解和相信什么才能在他们的科学课程中促进计算思维，并使用计算思维教授科学？以及（3）如何严格测量整合到科学教学中的计算思维？开发阶段将跨越项目的头两年，并将导致：（1）开发四个CT课程模块：两个用于高中生物课程，两个用于高中化学课程;（2）开发测量CT的原型仪器。 试点阶段在项目的第二年进行，将有四名选定的理科教师（两名生物教师和两名化学教师）和他们每个班的学生（总共约200名学生）参加。该项目第三年的实地试验阶段将包括为12名参与教师（6名生物教师和6名化学教师）提供住宿。学院将帮助他们准备好教授这些模块。在这一年中，每位参与教师将在他们的两个科学课上制定这些模块，让他们的学生也参与研究（约600人）。在实施过程中，项目团队成员将通过网络研讨会、用户社区互动和及时支持为教师提供指导。

项目成果

INTEGRATING COMPUTATIONAL THINKING IN HIGH SCHOOL BIOLOGY AND CHEMISTRY CLASSES

将计算思维融入高中生物和化学课程

• DOI: 10.21125/inted.2020.1970
• 发表时间: 2020
• 期刊: INTED proceedings
• 作者: Gotwals, R.