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

由于计算已经成为科学、技术、工程和数学（STEM）实践中不可或缺的一部分，STEM+计算计划旨在通过将计算思维和计算活动应用于高中（preK-12）早期儿童教育的STEM教学和学习，来解决计算STEM领域的新挑战。本项目将在高中科学课程中整合计算思维与生物和化学，并进行研究，以产生以下知识：(1)如何为所有高中生创造教学体验，使他们在科学学习中参与计算思维（CT）；(2)教师需要什么才能有效地将这些经验作为其科学课程的常规部分；(3)如何衡量学生在科学背景下对CT的参与和学习。该项目的总体目标是通过考察想要实施计算科学课程模块的教师和想要衡量学生在计算科学课程模块中学习经验结果的研究人员的需求，扩大对如何将CT融入所有高中科学课程的理解。这一探索性整合研究项目将分三个阶段（开发、试点和实地试验）实施，并将对课程适应、教师准备和支持以及学生教学经验和成果的衡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)如何在高中科学课程中实施计算思维？(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，并用计算思维教授科学？(3)如何严格测量融入科学教学的计算思维？开发阶段将跨越项目的前两年，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) CT测量样机的研制。试点阶段将在项目的第二年进行，将涉及四名选定的科学教师（两名生物教师和两名化学教师）和他们各自两个班级的学生（总共约200名学生）。项目第三年的实地试验阶段将包括12名参与教师（6名生物教师和6名化学教师）的住宿研究所。学院将为他们教授这些模块做好准备。在这一年中，每位参与的教师将在他们的两门科学课上制定这些模块，让他们的学生也参与研究（大约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等方式为教师提供指导。

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.