Computational Literacy: A Study of the Efficacy of Computational Science in High School Biology, Earth and Space Science, and Physics Classrooms

这个IERI项目的目的是调查计算素养的建设，既作为理解领域知识的一种手段，也作为追求科学和工程事业的必要技能。该项目建立在先前资助的NSF和能源部项目的基础上，这些项目在教育和计算科学的交叉点工作了十多年，将计算科学和计算建模策略带入数学和科学的课堂教学。该项目将建立在已经在HS生物学，地球科学和物理学领域开发的课程元素。这些课程要素包括大量的计算科学和计算模型，并提供软件支持，使模型可用于HS课程。这些模式符合教学法和国家标准。硕士教师将参与教学支持和课程设计，使用模块作为“虚拟”实验室。在该计划的实验阶段，将在从AP班到普通科学班的各种教室中进行一项随机实验，将新课程与标准课程进行比较，并涉及马里兰州、爱荷华州和田纳西州的不同学生群体。学生的成果将使用旨在显示学生的问题理解和解决能力的工具，并与标准测试，如NAEP测量。该项目更广泛的影响反映在其学生范围和改善所有美国人科学教育的可能性上。

The purpose of this IERI project is to investigate the building of computational literacy both as a means of understanding domain knowledge and as a necessary skill for pursuing careers in science and engineering. The project builds upon previously funded NSF and Department of Energy projects that have worked at the intersections of education and computational science for over a decade to bring computational science and computational modeling strategies into the classroom teaching of mathematics and science. The project will build upon curriculum elements already developed in the areas of HS Biology, Earth Sciences, and Physics. These curriculum elements include a substantial number of computational science and computational models with the software supports that make the models usable in HS curriculum. The models are aligned with pedagogy and state standards. Master teachers will be involved in both the pedagogy support and the design of the curriculum using the modules as a "virtual" laboratory. In the experimental phase of the program, a randomized experiment comparing the new curriculum to the standard curriculum will be conducted in a variety of classrooms ranging from AP classes to general science classes and involving diverse student populations in Maryland, Iowa, and Tennessee. Student outcomes will be measured using instruments designed to show student problem understanding and solving capabilities and with standard tests such as NAEP. The broader impact of the project is reflected in its range of students and the possibility of improving science education for all Americans.