Collaborative Research: Integrating Computational Making Practices in STEM Teaching

该项目将为7 - 12年级教师创建和实施专业发展计划，帮助他们将计算实践融入物理，生物和数学课程。 学科计算制作实践的设计原则用于创建制作空间，其中科学，技术，工程和数学（STEM）内容通过建模蚂蚁（3D折纸），微生物（复杂系统）和汽车安全气囊（工程实践）与计算思维联系起来。 学生将参与项目的第二阶段，因为教师和学生将共同制作解决当地社区问题的项目。 该项目由STEM+Computing计划资助，旨在通过将计算思维和计算活动应用于学科STEM教学和幼儿教育中的学习来解决计算STEM领域的新挑战。该项目将专注于学科计算制作实践：物理计算和数字制造活动，作为一种计算实践形式，是许多现代制作空间所固有的。计算是数学和科学学科实践的核心，对计算思维在K-12教育中的重要性的认识随着成为学习的强大背景而不断增长。 这项研究将侧重于在何种程度上的三个维度的学习教师（通过学科实践学习，关注学生和他们自己的认识方式，跨学科的调查实践问题）的影响，数学和科学教师的专业学习，因为他们将计算制作到教学。

This project will create and implement a professional development program for 7th-12th grade teachers to help them integrate computational practice into physics, biology, and mathematics classes. A design principle of disciplinary computational making practice is used to create making spaces in which science, technology, engineering, and mathematics (STEM) content is linked to computational thinking though modeling ants (3D paper folding), microbes (complex systems), and automobile air bags (engineering practices). Students will be participants in the second phase of project as teachers and students will co-make projects that address issues in the local community. 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 schoolThe project is guided by two research questions about the ways in which mathematics and science teachers learn about integrating computational practices into their classrooms. The project will focus on disciplinary computational making practices: physical computing and digital fabrication activities inherent to many modern making spaces as a form of computational practice. Computation is central to disciplinary practices in mathematics and science and the recognition of the importance of computational thinking in K-12 education is growing with making emerging as a powerful context for learning. The study will focus on the degree to which three dimensions of learning for teachers (learning through disciplinary practice, attention to students' and their own ways of knowing, and interdisciplinary inquiry into problems of practice) influence the professional learning of mathematics and science teachers as they incorporate computational making into teaching.