Integrating Transdisciplinary and Computational Approaches in the Earth Science Curriculum Using Data Visualizations, Scientific Argumentation, and Exploration of Geohazards

由于计算在STEM学科中的强大创新和应用，STEM+C项目解决了从小学到高中（pre -12）学生对现实世界、跨学科和计算准备的迫切需求。该项目将推进新的跨学科计算STEM教学方法的研究和开发，这些方法将通过数据可视化、证据论证的科学实践和以地质灾害为重点的地球科学概念来整合计算思维。该团队将开发一个用于数据可视化的开源框架编程工具，并根据下一代科学标准为初中和高中开发两个关于地质灾害的课程模块。计算思维和科学实践的整合将发生，因为学生将使用编程工具将真实世界的GPS数据转换为可管理和可解释的可视化，并将其作为预测地质灾害影响的科学论证的证据。由此产生的产品可以作为课程开发者、研究人员和教育工作者的范例，将计算数据可视化实践与学科STEM学习相结合，并为实施这些实践的教师和学生提供支持策略。该项目由STEM +计算计划支持，该计划旨在推进跨学科和跨学科方法的研究和开发，以便在正式和非正式环境中为pre -12学生整合科学，技术，工程和数学（STEM）教学和学习中的计算。STEM+C支持学生如何学习计算思维来解决STEM领域的跨学科问题的研究。对综合地质灾害单位的检查将分两个阶段进行，其中包括数据可视化的脚手架编程工具。首先，将进行基于设计的研究，以完善工具和课程模块，为学生的内容学习和论证实践制定评估，并确定教师在课堂上实施这类课程模块所需的支持。其次，延迟队列前-后测试设计将调查整合数据可视化计算实践对学生学习的影响。该项目将覆盖800名学生和12名教师，并在广泛的学校实施，包括那些为STEM中代表性不足的学生提供服务的学校。开发的产品和研究成果将广泛传播给科学教育、地球科学、教育技术和学习科学领域的从业者、开发者和研究人员。该奖项反映了美国国家科学基金会的法定使命，并通过基金会的智力价值和更广泛的影响审查标准进行了评估，认为值得支持。

As a result of the powerful innovation and application of computing in STEM disciplines, the STEM+C program addresses an urgent need for real-world, interdisciplinary, and computational preparation of students from the early grades through high school (preK-12). This project will advance research and development of new transdisciplinary approaches to computational STEM teaching and learning that will integrate computational thinking through data visualizations, the scientific practice of argumentation from evidence, and earth science concepts focused on geohazards. The team will develop a open-source scaffolded programming tool for data visualizations, and two curricular modules on geohazards for middle and high school aligned with Next Generation Science Standards. Integration of computational thinking and science practices will occur as students transform real-world GPS data into manageable and interpretative visualizations using the programming tool and use them as evidence to formulate scientific arguments about predicting the impact of geohazards. The resulting products can serve as exemplars for curriculum developers, researchers, and educators to integrate computational data visualization practices with disciplinary STEM learning, and inform strategies to support teachers and students when implementing these practices. This project is supported by the STEM + Computing Program that advances research and development of interdisciplinary and transdisciplinary approaches to the integration of computing within science, technology, engineering, and mathematics (STEM) teaching and learning for preK-12 students in both formal and informal settings. STEM+C supports research on how students learn to think computationally to solve interdisciplinary problems in the STEM fields.The examination of the integrated geohazard units with the scaffolded programming tool for data visualization will take place in two phases. First, design-based research will be conducted to refine the tool and curriculum modules, develop assessments for students' content learning and argumentation practices, and identify teacher supports necessary for implementing this type of curriculum module in classroom. Second, a delayed cohort pre-post-test design will investigate the impact of integrating the computational practice of data visualization on student learning. The project will reach 800 students and 12 teachers, and be implemented in a wide range of schools including those that serve underrepresented students in STEM. Developed products and research findings will be widely disseminated to practitioners, developers, and researchers in the fields of science education, geosciences, educational technology, and learning sciencesThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.