Collaborative Research: Integrating Computational Making Practices in STEM Teaching

该项目将为7-12年级的教师创建和实施专业发展计划，以帮助他们将计算实践融入物理、生物和数学课堂。学科计算制造实践的设计原则被用来创造制造空间，其中科学、技术、工程和数学(STEM)的内容通过建模蚂蚁(3D折叠纸张)、微生物(复杂系统)和汽车安全气囊(工程实践)与计算思维相联系。学生将成为项目第二阶段的参与者，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+计算计划资助，该计划旨在通过将计算思维和计算活动应用于从高中到幼儿教育的学科STEM教与学中，解决计算STEM领域新出现的挑战。该项目以两个关于数学和科学教师学习将计算实践融入课堂的方式的研究问题为指导。该项目将专注于学科计算实践：作为计算实践的一种形式，物理计算和数字制造活动是许多现代制造空间固有的活动。计算是数学和科学学科实践的核心，随着计算思维成为一种强大的学习环境，人们越来越认识到计算思维在K-12教育中的重要性。本研究将侧重于教师的三个学习维度(通过学科实践学习、关注学生和他们自己的认识方式以及对实践问题的跨学科探究)在多大程度上影响数学和科学教师在将计算制作融入教学中的专业学习。

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.