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。由于小学阶段是培养学生STEM倾向的关键时期，因此将计算思维融入到小学生的科学课程中至关重要。该项目以InfuseCS的设计、开发和研究为中心，InfuseCS是一个用于计算思维的交互式学习环境，其特点是基于创客的数字故事讲述和基于问题的学习。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介绍计算思维。该项目将通过对加州和北卡罗来纳州公立小学使用InfuseCS互动学习环境的学生进行研究，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。该项目将研究如何将基于问题的学习和计算思维与基于创客的数字故事相结合，以创造有效且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故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以故事为中心的创客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。二是制定、实施并完善小学高年级教师专业发展教材。专业发展将包括面对面和在线活动，目的是让教师在课堂上有效地、忠实地使用以故事为中心的创客环境。第三，在以叙事为中心的创客环境协同设计中，开展焦点小组、半结构化访谈、课堂观察、课堂实施等研究。该项目将研究以叙事为中心的创客环境如何帮助学生提高计算思维能力，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 + Computing Program资助，旨在研究计算思维和计算在学科STEM教学和学习中的应用整合，从高中到12年级（PreK-12）。该奖项反映了美国国家科学基金会的法定使命，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。

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.