Collaborative Research: Using a School-Based Sensing Platform and Targeted Teacher Professional Development to Support Computational Thinking Integration and Student Learning

协作研究：利用校本传感平台和有针对性的教师专业发展来支持计算思维整合和学生学习

• 批准号: 1742053
• 负责人: Tamara Sumner
• 金额: $ 212.38万
• 依托单位: University of Colorado at Boulder
• 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: 2017-09-01 至 2022-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1742053&HistoricalAwards=false
• 关键词: Collaborative; Research; Using; Based; Sensing

As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM + Computing Partnerships program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking (CT) and computing activities within STEM teaching and learning in early childhood education through high school. This project is a Design and Development collaborative effort between the University of Colorado at Boulder and Utah State University aimed at investigating the impact of the SparkFun Smart School platform, a school-based sensing platform, combined with a targeted teacher professional development on teachers' ability to support CT integration and promote student interest and learning. The project will examine the affordances of this sensing platform--an example of a new genre of robust, consumer-grade sensing technologies emerging as part of the Internet of Things. Raw data will be collected through a series of wireless sensor nodes measuring sound, light, motion, temperature, pressure, and humidity; a network-enabled hub; a web-based data logging resource for real-time data collection; and programmable motors and effectors for creating interactive displays of phenomena of interest by using materials that produce light, sound, and movement. This expanded environment for doing science enables teachers across STEM disciplines to creatively integrate computational thinking activities into their disciplinary instruction. By selecting personally or locally relevant scientific phenomenon, deploying sensors to collect data streams, and conducting data analyses, students will learn tangible computing processes, collaboratively build interactive displays, and deepen their STEM knowledge. Teachers will form a professional learning community, gain essential content and pedagogical content knowledge, plan and implement lessons that integrate science and computer science practices, and reflect on their instruction and students' learning. The project will develop and study a professional development process, the CT Integration Cycle, based on the Problem-Solving Cycle, a research-based approach developed and studied to support teachers in adapting their lessons and classroom instruction to strengthen student-centered strategies. This professional development model is an ongoing, highly collaborative process, whereby teachers plan, enact, and analyze their instruction using video records of classroom implementation.The collaborative effort will follow three high-level theoretically principled conjectures that will guide the research and development process: (1) Learning experiences that utilize the sensing platform to investigate phenomena relevant to students' lives will engage diverse learners in CT; (2) Learning experiences that deeply integrate CT practices and science and engineering practices will support students to develop robust CT skills, competencies, and dispositions as well as deepen their understanding of STEM subjects; and (3) An adapted version of the Problem-Solving Cycle can support teachers to productively integrate CT into their STEM instructional planning and classroom implementation. The four sets of research questions of the project are: (1) In what ways, and for which student populations, do the SchoolWide Labs learning experiences deepen interest and engagement in CT?; (2) Which learning experiences are most effective at deepening students' disciplinary science knowledge?; (3) To what degree and in what ways do teachers' planned and enacted sensor-based lessons change over time? Are there differences across teachers and science content areas?; and (4) What professional learning processes and tools support teachers to productively integrate CT using a sensing platform into their disciplinary STEM instruction? The pursued research and development activity will study the full trajectory of teachers' CT integration processes, from lesson planning to lesson enactment. Consistent with the principles of Design-Based Implementation Research, the project will aim to understand implementation variation across disciplines of STEM, with the intention of developing understanding of how best to make the innovation work across a range of carefully sampled contexts. Denver Public Schools will recruit 12 middle school science and integrated STEM teachers (life, Earth, and physical science), organized into 3-4 school-based teams, reaching 2,400 diverse and predominantly low-socioeconomic status middle school learners over the project performance period. Data will be collected from students (surveys, interviews, clickstreams, assessments, and project artifacts); classroom lessons (written plans and videotaped observations); teachers (interviews); and professional development workshops. For analysis of student learning and also for teacher change over time, the project will employ appropriate multilevel models, including two-level hierarchical linear modeling due to the nested nature of the data. A power analysis (using a power level of .80 and an alpha-level of .05) was conducted to determine how many students are needed to detect an educationally meaningful effect of the program (minimum detectable effect size of approximately 0.20). The results of the power analyses showed the study is adequately powered to detect this minimum effect on student-level outcomes. Utah State University will lead the evaluation component of this effort, including formative, iterative, and summative perspectives. It will center on both processes and products. The evaluation questions are: (1) To what extent is the Research-Practice Partnership (RPP) producing research results to foster educational improvement?; How effective are the implementation strategies in terms of addressing a concrete educational need?; (2) To what extent are Design-Based Implementation Research processes involving key participants?; What are impacts of the design processes on beliefs and practices of participants?; Are all participants in the RPP assuming their defined roles effectively?; (3) What are the consequences, intended or not, resulting from the dynamics of the partnership?; (4) Are products being iteratively refined by taking into account feedback from all participants?; and (5) To what extent are the project's products disseminated in ways that help practitioners? The project will generate two toolkits as products to support teacher professional development and classroom instruction. The research will advance theory and knowledge on productive integration processes by studying the types of support STEM teachers need to effectively integrate CT into learning activities that: (a) support equitable engagement of diverse students; and (b) use CT as a vehicle to deepen their students' science knowledge. Further, it will build on and extend research-based principles of three dimensional science learning described in the recently published science education framework (NRC, 2012) as a strategy for productive integration, and contribute to theoretical literature on pedagogical design capacity, curriculum adaptation, and teacher professional learning.

项目成果

DaSH Home: Using programmable sensors to support student driven investigations during remote learning

DaSH Home：使用可编程传感器支持远程学习期间学生主导的调查

• 发表时间: 2022
• 期刊: Annual meeting program American Educational Research Association
• 作者: Gendreau Chakarov, A.;Bush, J.;Biddy, Q.;Jacobs, J.;Sumner, T.;Hennessy Elliott, C.;Recker, M.
• 通讯作者: Recker, M.

Integrating computational thinking into middle school science through co-designed storylines

通过共同设计的故事情节将计算思维融入中学科学

• 发表时间: 2020
• 期刊: Association for Science Teacher Education
• 作者: Biddy, Q.;Gendreau Chakarov, A.;Jacobs, J.;Recker, M.;Sumner, T.;Penuel, W.
• 通讯作者: Penuel, W.

A Professional Development Model to Integrate Computational Thinking Into Middle School Science Through Codesigned Storylines

通过共同设计的故事情节将计算思维融入中学科学的专业发展模型

• 发表时间: 2021
• 期刊: Contemporary issues in technology and teacher education
• 作者: Biddy, Q.;Gendreau Chakarov, A.;Bush, J.;Hennessy Elliott, C.;Jacobs, J.;Recker, M.;Sumner, T.;Penuel, W.
• 通讯作者: Penuel, W.

Debugging pedagogies: Helping middle school students learn to get unstuck with physical computing systems.

调试教学法：帮助中学生学会摆脱物理计算系统的束缚。

• 发表时间: 2022
• 期刊: Annual meeting program American Educational Research Association
• 作者: Hennessy Elliott, C.;Gendreau Chakarov, A.;Bush, J.;Recker, M.
• 通讯作者: Recker, M.

“Do I need to know what I am doing if I am the teacher?” Developing teachers’ debugging pedagogies with physical computing.

– 如果我是老师，我需要知道自己在做什么吗？ – 培养教师 – 使用物理计算调试教学法。

• 发表时间: 2022
• 期刊: International Conference of the Learning Sciences
• 作者: Hennessy Elliott, C.;Gendreau Chakarov, A.;Bush, J. B.;Nixon, J.;Recker, M.
• 通讯作者: Recker, M.