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Adding Computational Thinking Components to the High-School Science Curriculum to Broaden Participation in Computational Science

在高中科学课程中添加计算思维成分，扩大计算科学的参与范围

基本信息

批准号：
1842374
负责人：
Uri Wilensky
金额：
$ 263.71万
依托单位：
Northwestern University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-11-15 至 2023-10-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1842374&HistoricalAwards=false
关键词：
Adding Computational Thinking Components Science

项目摘要

This project is funded by STEM + C which supports research and the development of interdisciplinary and transdisciplinary approaches to the integration of computing within STEM teaching and learning for preK-12 students in both formal and informal settings. While computing has dramatically transformed science research and practice, it remains a separate and distinct area of study in almost all pre-college education contexts. The objective of this STEM+C project is to increase students' skill in Computational Thinking - Science, Technology, Engineering and Mathematics (CT-STEM) practices and explore how computational representations support significant shifts in the ways students learn and practice science. Findings will include fine-grained characterizations of the competencies students bring to their development of computational thinking practices, in particular competencies for developing algorithms, data mining and visualization, and designing/building agent-based models (models with multiple software simulated agents that interact). These findings will enrich the field's understanding of the nature and development of CT-STEM practices. This is an important contribution given that investigating CT-STEM practices is still in early stages.In this project, the researchers will integrate agent-based modeling software (NetLogo Web) with a block-based form of the software (NetTango) and create seamless interoperation with data analysis, systems dynamics modeling and visualization tools. One benefit of tools like these is that they enable students who do not have experiences with text-based programming to engage in previously inaccessible computational practices. The research team will partner with teachers from three Chicago-area high schools to add Computational Thinking components to existing science curricula by integrating these additional tools and practices. The project will pursue the following five objectives: (1) fully integrate NetLogo and NetTango, create seamless interoperation with data analysis, visualization and systems dynamics modeling tools, and offer the integrated software through the web-based platform; (2) build units that cover more of the high school science curriculum and incorporate practices for developing algorithms, data mining, visualization, and designing/building computational models; (3) develop assessments that evaluate students on these practices; (4) test units and assessments in classrooms by collecting student response data through the web-based platform; and (5) investigate students' engagement in computational thinking practices and characterize the competencies that they bring to their learning and how their practices develop over time. Further, the researchers' online delivery platform will be scalable to facilitate participation from other high schools, potentially engaging many thousands more students.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.

该项目由STEM+C资助，它支持研究和开发跨学科和跨学科的方法，以便在正规和非正式环境中将计算纳入STEM教与学中，供K-12预科学生使用。虽然计算机已经戏剧性地改变了科学研究和实践，但在几乎所有的大学前教育背景下，它仍然是一个独立和独特的研究领域。这个STEM+C项目的目标是提高学生在计算思维-科学、技术、工程和数学(CT-STEM)实践中的技能，并探索计算表示如何支持学生学习和实践科学的方式的重大转变。调查结果将包括学生为发展计算思维实践而带来的能力的细粒度特征，特别是开发算法、数据挖掘和可视化以及设计/构建基于代理的模型(具有多个软件模拟的交互代理的模型)的能力。这些发现将丰富该领域对CT-STEM做法的性质和发展的了解。考虑到CT-STEM实践的研究仍处于早期阶段，这是一个重要的贡献。在这个项目中，研究人员将基于代理的建模软件(NetLogo Web)与基于块的软件形式(NetTango)集成，并通过数据分析、系统动力学建模和可视化工具创建无缝互操作。这些工具的一个好处是，它们使没有基于文本的编程经验的学生能够从事以前无法访问的计算实践。研究小组将与芝加哥地区三所高中的教师合作，通过整合这些额外的工具和实践，在现有的科学课程中增加计算思维部分。该项目将追求以下五个目标：(1)完全整合NetLogo和NetTango，创建与数据分析、可视化和系统动力学建模工具的无缝互操作，并通过基于网络的平台提供集成软件；(2)建立涵盖更多高中科学课程的单元，并纳入开发算法、数据挖掘、可视化和设计/建立计算模型的实践；(3)开发评估，以评估学生对这些实践的评估；(4)通过基于网络的平台收集学生的反应数据，在课堂上测试单元和评估；以及(5)调查学生参与计算思维实践的情况，并描述他们为学习带来的能力以及他们的实践是如何随着时间的推移而发展的。此外，研究人员的在线教学平台将可扩展，以促进其他高中的参与，可能会吸引数千名更多的学生。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。

项目成果

期刊论文数量（18）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Learning Natural Selection through Computational Models in a High School A.P. Biology Classroom

在高中 A.P. 生物课堂上通过计算模型学习自然选择

DOI：
发表时间：
2022
期刊：
16th International Conference of the Learning Sciences (ICLS
影响因子：
0
作者：
Davey, B.;Peel, A.;Horn, M.S.;Wilensky, U.
通讯作者：
Wilensky, U.

Vectors of CT-ification: Integrating Computational Activities in STEM Classrooms.

CT 化向量：整合 STEM 课堂中的计算活动。

DOI：
10.1145/3328778.3372674
发表时间：
2020
期刊：
Proceedings of tThe 51st ACM Technical Symposium on Computer Science Education
影响因子：
0
作者：
Bain, C. &
通讯作者：
Bain, C. &

Back to Computational Transparency: Co-designing With Teachers to Integrate Computational Thinking in Science Classrooms

DOI：
10.22318/icls2020.2069
发表时间：
2020-06
期刊：
影响因子：
0
作者：
Connor Bain;Gabriella Anton;Mike S. Horn;U. Wilensky
通讯作者：
Connor Bain;Gabriella Anton;Mike S. Horn;U. Wilensky

Workshops and Co-design Can Help Teachers Integrate Computational Thinking into Their K-12 STEM Classes

研讨会和联合设计可以帮助教师将计算思维融入 K-12 STEM 课程

DOI：
发表时间：
2020
期刊：
Proceedings of International Conference on Computational Thinking Education 2020
影响因子：
0
作者：
Wu, S.;Peel, A.;Bain, C.;Anton, G.;Horn, M.;Wilensky, U.
通讯作者：
Wilensky, U.

Designing learning environments with iterative conjecture mapping to support teachers’ computational thinking learning

使用迭代猜想映射设计学习环境以支持教师的计算思维学习