Collaborative Research: Building a Computational Thinking Foundation in Upper Elementary Science with Narrative-Centered Maker Environments

向学生介绍计算思维对劳动力发展至关重要。由于小学年级是发展学生对STEM的倾向的关键时期，将计算思维融入小学生的科学课程是至关重要的。该项目以InfuseCS的设计、开发和研究为中心，这是一个用于计算思维的交互式学习环境，以基于创建者的数字故事讲述和基于问题的学习为特色。学生将通过小组合作进行基于计算模型的科学调查和创建生成交互式科学叙事的叙事程序来学习计算思维。该项目将通过在加利福尼亚州和北卡罗来纳州的公立小学使用InfuseCS互动学习环境对学生进行研究，促进对如何帮助高年级学生在科学背景下学习计算思维的理解。该项目将调查基于问题的学习和计算思维如何与基于创作者的数字故事讲述相结合，以在物理科学中创造有效和吸引人的学习体验。结合这项调查，该项目还将探索如何最好地支持教师实施以叙事为中心的创作者活动，这些活动深深融入了以问题为基础的学习。该项目将有三个推力。首先，它将看到InfuseCS以叙事为中心的Maker环境的设计和迭代改进，该环境将在加利福尼亚州和北卡罗来纳州的合作小学实施。第二，将为小学高年级教师开发、实施和完善专业发展材料。专业发展将包括面对面和在线活动，目的是让教师准备好有效地使用以叙事为中心的创作者环境，并在课堂上保持逼真。第三，该项目将在以叙事为中心的创作者环境的共同设计中进行焦点小组、半结构化访谈、课堂观察和课堂实施研究。该项目将调查以叙事为中心的Maker环境如何支持学生发展更好的计算思维能力，更好地理解物理科学中的学科核心思想，以及改善对计算思维和科学的态度。该项目由STEM计算计划资助，该计划旨在研究计算思维和计算在高中(PreK-12)幼儿教育中的应用整合。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。

Introducing students to computational thinking is critical for workforce development. Because the elementary grades are a crucial time for developing students' dispositions toward STEM, integrating computational thinking into elementary students' science coursework is of paramount importance. The project centers on the design, development, and investigation of InfuseCS, an interactive learning environment for computational thinking that features maker-based digital storytelling and problem-based learning. Students will be introduced to computational thinking by working together in small groups to conduct computational model-based scientific investigations and creating narrative programs that generate interactive science narratives. The project will advance understanding of how to help upper elementary students learn about computational thinking in the context of science by conducting studies of students using the InfuseCS interactive learning environment in public elementary schools in California and North Carolina. The project will investigate how problem-based learning and computational thinking can be integrated with maker-based digital storytelling to create effective and engaging learning experiences in physical science. In conjunction with this investigation, the project will also explore how to best support teachers implementing narrative-centered maker activities that are deeply infused with problem-based learning. The project will have three thrusts. First, it will see the design and iterative refinement of the InfuseCS narrative-centered maker environment, which will be implemented at partner elementary schools in California and North Carolina. Second, it will develop, implement, and refine professional development materials for upper elementary school teachers. The professional development will include both face-to-face and online activities with the goal of preparing teachers to use the narrative-centered maker environment effectively and with fidelity in their classrooms. Third, the project will conduct focus groups, semi-structured interviews, classroom observations, and classroom implementation studies in the co-design of the narrative-centered maker environment. The project will investigate how the narrative-centered maker environment supports students in developing improved computational thinking competencies, improved understanding of disciplinary core ideas in physical science, and improved attitudes toward computational thinking and science.The project is funded by the STEM + Computing Program, which seeks to study the applied integration of computational thinking and computing within disciplinary STEM teaching and learning in early childhood education through high school (PreK-12).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.