Science and Integrated Language Plus Computational Thinking and Modeling with English Learners

随着计算成为科学、技术、工程和数学(STEM)实践中不可或缺的一部分，STEM计算伙伴计划寻求通过将计算思维(CT)和计算活动应用于STEM教与学的应用集成来应对计算STEM领域新出现的挑战。该项目是一项研究和开发工作，旨在开发与下一代科学标准(NGSS)相一致的为期一年的科学课程，重点是整合计算建模的英语学习者(ELS)。该项目将使用StarLogo Nova在在线环境中集成计算模型，以允许所有学生，包括ELS，对解释所研究现象的因果关系进行建模。计划增强和集成StarLogo Nova，这是一个基于块的编程环境，具有基于代理的模拟引擎，用于对复杂系统进行建模。使用增强的StarLogo Nova，该项目将在面向学生和教师的为期一年的NGSS课程中嵌入CT。该项目将在新泽西州伊丽莎白的伊丽莎白公立学校和田纳西州纳什维尔的大都会纳什维尔公立学校进行。这是两个截然不同的地点，有不同的学生群体。新泽西州通过了NGSS，目前正在制定实施计划，而TN代表尚未采用NGSS的州。这项研究有两个主要目标：(1)调查课程模式在课堂上实施的可行性；(2)调查课程在多大程度上促进学生的学习成果。为了实现第一个目标，就课堂实施的可行性而言，本项目将考察以下研究问题：(1)小学教师在多大程度上以及如何支持学生参与计算建模？(2)学生在多大程度上以及如何参与计算建模？(3)课程和软件的哪些设计特征支持学生参与计算建模？数据收集策略将包括焦点小组、实地笔记以记录教师的反馈，以及课堂观察，包括录像。为了实现学生学习结果的第二个目标，该项目将研究以下问题：(4)学生对现象背后的因果关系的理解是如何在一年中从事物理、图表和计算建模的？以及(5)学生对CT的关键方面(例如抽象、模式概括、表征能力、模块化、控制流的算法概念和条件逻辑)的理解是如何随着他们在全年课程中从事计算建模而发展的？为了衡量学生的学习结果，该项目将使用学生对科学和CT的评估。该项目的一个主要成果将是一个经过实地测试和了解研究情况的模式，该模式包括(A)科学学习、(B)语言学习和(C)灌输关键的CT结构和思想。外部评估将包括形成性和总结性部分，以提供对项目工作、贡献和成果质量的独立观点，包括设计评论、研究审计、产品审查和协作评估。

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 research and development effort aimed at developing a yearlong science curriculum aligned to the Next Generation Science Standards (NGSS) with a focus on English learners (ELs) that integrates computational modeling. The project will integrate computational models in online environments using StarLogo Nova to allow all students, including ELs, to model causal relationships that explain the studied phenomena. Plans are to enhance and integrate StarLogo Nova, a block-based programming environment with an agent-based simulation engine for modeling complex systems. Using the enhanced StarLogo Nova, the project will embed CT throughout the yearlong NGSS-aligned curriculum for students and teachers. The project will take place in Elizabeth Public Schools in Elizabeth, New Jersey (NJ), and Metro Nashville Public Schools in Nashville, Tennessee (TN). These are two distinct sites with diverse student populations. NJ adopted the NGSS and is currently working out implementation plans, whereas TN represents states that have not adopted the NGSS. The study has two main goals: (1) to investigate feasibility of implementation of the curriculum model in classrooms; and (2) to investigate the extent to which the curriculum promotes student learning outcomes. To achieve the first goal in terms of feasibility of classroom implementation, the project will examine the following research questions: (1) To what extent and how do elementary school teachers support students' engagement in computational modeling?; (2) To what extent and how do students engage in computational modeling?; and (3) What design features of the curriculum and software support students' engagement in computational modeling? Data gathering strategies will include focus groups, field notes to document teachers' feedback, and classroom observations, including videotaping. To achieve the second goal in terms of student learning outcomes, the project will examine the following questions: (4) How do students' understanding of the causal relationships underlying phenomena evolve as they engage in physical, diagrammatic, and computational modeling over the year?; and (5) How do students' understanding of key aspects of CT (e.g., abstraction, pattern generalization, representational competence, modularization, algorithmic notions of flow of control, and conditional logic) evolve as they engage in computational modeling over the full-year curriculum? To measure student learning outcomes, the project will use student assessments of science and CT. A principal outcome of this project will be a field-tested and research-informed model that integrates (a) science learning, (b) language learning, and (c) infusion of critical CT constructs and ideas. An external evaluation will include formative and summative components to provide an independent perspective on the project's work, contributions, and quality of outcomes in terms of design critique, research audit, products review, and collaboration assessment.