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

协作研究：在以叙事为中心的创客环境中建立高年级基础科学的计算思维基础

• 批准号: 1921495
• 负责人: Bradford Mott
• 金额: $ 159.93万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1921495&HistoricalAwards=false
• 关键词: Collaborative; Research; Building; Computational; Thinking

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.

向学生介绍计算思维对劳动力发展至关重要。由于小学阶段是培养学生对STEM的态度的关键时期，因此将计算思维融入小学生的科学课程至关重要。该项目的中心是InfuseCS的设计、开发和调查，InfuseCS是一个用于计算思维的交互式学习环境，其特点是基于制作者的数字故事讲述和基于问题的学习。学生将通过小组合作来引入计算思维，以进行基于计算模型的科学调查，并创建生成交互式科学叙事的叙事程序。该项目将通过在加州和北卡罗来纳州的公立小学对使用InfuseCS交互式学习环境的学生进行研究，促进对如何帮助小学高年级学生在科学背景下学习计算思维的理解。该项目将研究如何将基于问题的学习和计算思维与基于制造商的数字故事相结合，以创造有效和引人入胜的物理科学学习体验。结合这项调查，该项目还将探讨如何最好地支持教师实施以叙事为中心的创客活动，这些活动深深融入了基于问题的学习。该项目将有三个重点。首先，它将看到InfuseCS以叙事为中心的创客环境的设计和迭代改进，该环境将在加州和北卡罗来纳州的合作伙伴小学实施。第二，它将为小学高年级教师制定、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，目标是让教师有效地使用以叙事为中心的制造商环境，并在课堂上保持忠诚。第三，本项目将在以叙事为中心的创客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。该项目将研究以叙事为中心的创客环境如何支持学生发展提高的计算思维能力，提高对物理科学学科核心思想的理解，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，该项目旨在研究计算思维和计算在学科STEM教学中的应用整合，以及从幼儿教育到高中的学习该奖项反映了NSF的法定使命，并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，被认为值得支持。

项目成果

Supporting Upper Elementary Students in Multidisciplinary Block-Based Narrative Programming

支持高年级学生进行多学科的基于块的叙事编程

• DOI: 10.1145/3545947.3576345
• 发表时间: 2022
• 期刊: ACM Technical Symposium on Computer Science Education
• 作者: Vandenberg, Jessica;Gupta, Anisha;Smith, Andy;ElSayed, Rasha;Fox, Kimkinyona;Hubbard Cheuoua, Aleata;Minogue, James;Oliver, Kevin;Ringstaff, Cathy;Mott, Bradford
• 通讯作者: Mott, Bradford

Anchoring Computational Thinking in Upper Elementary Physical Science Through Problem-Centered Storytelling and Play.

通过以问题为中心的讲故事和游戏，将计算思维锚定在高年级物理科学中。

• 发表时间: 2020
• 期刊: 14th International Conference of the Learning Sciences (ICLS
• 作者: Mott, B.;Oliver, K.;Minogue, J.;Houchins, J.;Smith, A.;Taylor, S.;Hubbard-Cheuoua, A.;Ringstaff, C.
• 通讯作者: Ringstaff, C.

Orchestrating the Multidisciplinary Implementation of a Narrative-Centered Learning Environment in Upper Elementary Classrooms.

在小学高年级课堂中协调以叙事为中心的学习环境的多学科实施。

• 发表时间: 2022
• 期刊: Proceedings of the International Conference of the Learning Sciences
• 作者: Vandenberg, J.;Boulden, D.;Fox, K.;Elsayed, R.;Smith, A.;Cheuoua, A.H.;Minogue, J.;Oliver, K.;Ringstaff, C.;Mott, B.
• 通讯作者: Mott, B.

Position: IntelliBlox: A Toolkit for Integrating Block-Based Programming into Game-Based Learning Environments

位置：IntelliBlox：将基于块的编程集成到基于游戏的学习环境中的工具包

• DOI: 10.1109/bb48857.2019.8941222
• 发表时间: 2019
• 期刊: 2019 IEEE Blocks and Beyond Workshop (B&B
• 作者: Taylor, Sandra;Min, Wookhee;Mott, Bradford;Emerson, Andrew;Smith, Andy;Wiebe, Eric;Lester, James
• 通讯作者: Lester, James

Multimodal CS Education Using a Scaffolded CSCL Environment

使用脚手架 CSCL 环境的多模式 CS 教育

• DOI: 10.1145/3587103.3594181
• 发表时间: 2023
• 期刊: Conference on Innovation and Technology in Computer Science Education
• 作者: Monahan, Robert;Vandenberg, Jessica;Gupta, Anisha;Smith, Andy;Elsayed, Rasha;Fox, Kimkinyona;Hubbard Cheuoua, Aleata;Ringstaff, Cathy;Minogue, James;Oliver, Kevin
• 通讯作者: Oliver, Kevin