SBIR Phase I: Computer Science for All with Spreadsheet Modeling: Researching How Low-Cost Video Training for STEM Teachers Leads to High-Value Programming Skills for Students

SBIR 第一阶段：通过电子表格建模为所有人提供计算机科学：研究 STEM 教师的低成本视频培训如何为学生带来高价值的编程技能

• 批准号: 1913560
• 负责人: Michael McConnell
• 金额: $ 22.5万
• 依托单位: SPREADSHEET LAB MANUAL LLC
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2020-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1913560&HistoricalAwards=false
• 关键词: SBIR; Phase; Computer; Science; Spreadsheet

This SBIR Phase 1 Project will seek to solve the problem of how to incorporate a new and standardized approach to computer science instructional modeling experiences for students using a combination of video training, instructional materials, and assessment materials that can be accessed by teachers from an online platform. Models that simulate realistic behavior are usually inherently complex using mathematics such as calculus or differential equations. As a result, many teachers do not recognize the many possible ways that these models can be developed on spreadsheet programs. While teachers and students already can access and have baseline familiarity with spreadsheets, there exists many new computational modeling applications that can fundamentally change the nature of the way students learn Science, Technology, Engineering and Math (STEM) as separate subjects by unifying them into one instructional modeling experience. This project will develop and investigate methods of training inexperienced teachers in computational spreadsheet modeling that are designed to enable easy to follow pathways for teachers to deliver spreadsheet modeling experiences to their students with in-person training or having to develop and test their own student experiences. This will serve to expand the use of computer science in classrooms in compliance with the Next Generation Science Standards (NGSS) and open the realistic modeling capability intrinsic to calculus and differential equations, to high school students while exclusively using algebraic equations. Teachers will also be able to contribute newly developed ideas for authorship credit and compensation. This proposal will seek to develop, adapt, and assess the effectiveness of an inexpensive video-based demonstration and teacher training regimen that is intended to make delivering this instructional methodology to students happen quickly, efficiently and become self-sourcing by teachers from many different schools. This will be done by automating the training to keep cost to a minimum and maximize teacher time savings and the value added to the student instructional experience of computational modeling on a spreadsheet. For typical spreadsheet modeling objective students follow procedures employing numerical methods (such as slope of lines, areas of trapezoids, difference equations, Euler's Method) incrementally over large numbers of cells (102-104) to build a realistic mathematical model on a spreadsheet. By doing this, the error associated with the numerical approach drops well below the error associated with model assumptions making it possible to model non-ideal continually changing variables with linearity assumptions. The computational power of the spreadsheet enables instantaneous replication of the linearized formulas, which when pattered properly with fixed and relative references, can produce pivot tables in which variables can be altered by students using inquiry and curiosity to investigate a model that they programmed starting from a blank spreadsheet. By building from a variety of curriculum aligned applications and crafting the instructional experience using a carefully tested pedagogy, teachers will be provided with high value skills to pass on to their students, so they will be able to first program, then simulate, experiment and solve problems on a variety of new quantitative spreadsheet modeling scenarios in STEM classes.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SBIR第1阶段项目将寻求解决如何将一种新的标准化方法纳入学生的计算机科学教学建模体验的问题，该方法使用视频培训，教学材料和评估材料的组合，这些材料可以由教师从在线平台访问。模拟现实行为的模型通常本身就很复杂，需要使用微积分或微分方程等数学方法。因此，许多教师没有认识到这些模型可以在电子表格程序上开发的许多可能的方法。虽然教师和学生已经可以访问并熟悉电子表格，但存在许多新的计算建模应用程序，可以从根本上改变学生学习科学，技术，工程和数学（STEM）的方式，将它们统一为一个教学建模体验。该项目将开发和研究培训经验不足的教师在计算电子表格建模的方法，旨在使易于遵循的途径，为教师提供电子表格建模经验，他们的学生与亲自培训或必须开发和测试自己的学生经验。这将有助于扩大计算机科学在教室中的使用，符合下一代科学标准（NGSS），并向高中生开放微积分和微分方程固有的逼真建模能力，同时只使用代数方程。教师也将能够贡献新开发的想法，作者信贷和补偿。该提案将寻求开发、调整和评估一种廉价的基于视频的演示和教师培训方案的有效性，该方案旨在快速、有效地向学生提供这种教学方法，并由来自许多不同学校的教师自行采购。这将通过自动化培训来实现，以将成本降至最低，并最大限度地节省教师时间，并为学生在电子表格上进行计算建模的教学体验增加价值。对于典型的电子表格建模，目标学生遵循在大量单元格（102-104）上递增地采用数值方法（诸如线的斜率、曲面的面积、差分方程、欧拉方法）的过程，以在电子表格上构建现实的数学模型。通过这样做，与数值方法相关联的误差下降到远低于与模型假设相关联的误差，使得可以用线性假设对非理想的连续变化的变量进行建模。电子表格的计算能力使线性化公式的即时复制成为可能，当使用固定和相对引用进行适当模式化时，可以生成数据透视表，其中变量可以由学生使用查询和好奇心来改变，以调查他们从空白电子表格开始编程的模型。通过构建各种课程对齐的应用程序，并使用经过仔细测试的教学法制作教学体验，教师将获得高价值的技能，并将其传授给学生，因此他们将能够首先编程，然后模拟，在STEM课程中对各种新的定量电子表格建模方案进行实验和解决问题。该奖项反映了NSF的法定使命，并被认为是值得的通过使用基金会的知识价值和更广泛的影响审查标准进行评估，