Fostering Student Computational Thinking with Self-Regulated Learning

作为计算机在STEM学科中强大创新和应用的结果，STEM C课程满足了对从早期年级到高中(K-12之前)的学生进行现实世界、跨学科和计算准备的迫切需求。该项目将推动对计算STEM教与学的新的跨学科方法的研究和开发，这些方法将把计算思维(CT)和自我调节学习(SRL)领域整合到地球科学、生物学、化学和物理四个内容领域的科学活动中。该项目将为高中教师提供专业发展(PD)，包括CT、SRL和使用SPIN(科学实践创新笔记本)的指导。接下来，教师们将协作开发注入CT&amp；SRL的课程，将课程上传到SPIN中，在课堂上实施这些课程，然后协作分析SPIN捕获的学生作业样本。在整个PD过程中，研究人员将通过观察、调查、旋转文档和人工制品收集多种形式的数据，作为整体研究计划的一部分。研究小组将利用数据分析来发现模式，并制定9-12年级的CT学习进度。该项目提出了实施迭代设计研究的四个阶段。在知情探索阶段，研究人员和从业者将共同努力，在STEM调查期间通过SRL过程寻找教授CT的机会。制定阶段将包括对设计猜想进行简短的迭代测试，以开发和制造电子笔记本。Local Impact阶段将让从业者在课堂上测试电子笔记本，而研究人员将记录CT的教学实施和学生学习。在更广泛的影响阶段，电子笔记本将扩大到没有参与项目实施的当地高中教师。该项目将为9-12年级开发一个经验性学习进度，将提供更复杂的CT解释和跨年级发展步骤。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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 the fields of Computational Thinking (CT) and Self-Regulated learning (SRL) into science activities in four content areas: Earth Science, Biology, Chemistry, and Physics. The project will provide professional development (PD) for high school teachers that includes instruction on CT, SRL, and on using SPIN (Science Practices Innovation Notebook). Next, teachers will collaboratively develop lessons that infuse CT & SRL, upload the lessons into SPIN, implement those lessons in their classrooms, and then collaboratively analyze student work samples captured by SPIN. Throughout this PD process, researchers will collect multiple forms of data by observation, surveys, SPIN documents and artifacts as part an overall research plan. The research team will employ data analytics to uncover patterns and develop a CT learning progression for grades 9-12. The project proposes implementing four phases of iterative Design Research. In the Informed Exploration phase, researchers and practitioners will work together to find opportunities to teach CT through SRL processes during STEM investigations. The Enactment Phase will involve short iterative tests of design conjectures to develop and build the electronic notebook. The Local Impact phase will engage practitioners in testing the electronic notebook in their classes while researchers document teaching implementation and student learning of CT. In the Broader Impact phase, the electronic notebook will be scaled up to local high school teachers who did not participate in the project implementation. The project will develop an empirical learning progression for grades 9-12 that will provide more sophisticated explanations of CT with developmental step across grades.This 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.