Type II: CT4TC - Computational Thinking for Teaching Computing: Validating a Theory of Broadening Participation

科罗拉多大学提出了用于教学计算的计算思维(CT4TC)，通过扩展和验证iDREAMS战略项目的研究基础，开发出一支支持计算思维(CT)的21世纪劳动力队伍。IDREAMS项目开发了可伸缩游戏设计课程，该课程已嵌入现有课程，用于通过游戏和STEM模拟设计向学生介绍计算思维。CT4TC将探讨调解作为教师实施可伸缩游戏设计课程的一种教学和支架式方法的影响，并评估随后对学生动机、表现和所有权的影响。首先，CT4TC将验证扩大计算参与度的理论。项目工作人员将探讨调解作为教师在实施可伸缩游戏设计课程时采用的教学和支架性方法的影响，并评估随后对学生动机、表现和所有权的影响。将对教师采用的脚手架方法的性别和种族具体影响进行系统研究和验证。其次，CT4TC将提供具有可衡量学习结果的CT教育。可测量的学习结果对于基于向专业发展模型提供反馈的迭代设计方法至关重要。IDREAMS项目开发的计算思维模式分析，采用了一种独特的潜在语义分析启发机制，对学生提交的游戏和STEM模拟进行计算分析。该项目将为科技中心、城市、偏远农村和美国原住民社区的K-12学生带来CT教育。本次调查的重点将集中在中学阶段的计算机教育和STEM(主要是科学和数学)课程。

The University of Colorado proposes Computational Thinking for Teaching Computing (CT4TC) to develop a Computational Thinking (CT) empowered 21st century workforce by extending and validating the the research base of an iDREAMS strategy project. The iDREAMS project developed the Scalable Game Design curriculum that has been embedded in existing courses and used to introduce students to computational thinking through game and STEM simulation design. CT4TC will explore the influence of mediation as a pedagogical and scaffolding approach employed by teachers to implement Scalable Game Design curriculum, and assess subsequent impact on student motivation, performance and ownership.This effort will have two expected outcomes. First, CT4TC will verify a theory of broadening participation in computing. The project staff will explore the influence of mediation as pedagogical and scaffolding approaches employed by teachers as they implement Scalable Game Design curricula, and assess subsequent impact on student motivation, performance and ownership. Gender and ethnicity-specific effects of scaffolding approaches employed by teachers will be systematically researched and validated. Second, CT4TC will deliver CT education with measurable learning outcomes. Measurable learning outcomes are essential to an iterative design approach based on providing feedback to professional development models. The Computational Thinking Pattern Analysis, developed by the iDREAMS project, employs a unique Latent Semantic Analysis inspired mechanism of computationally analyzing games and STEM simulations submitted by students.The project will bring CT education to K-12 students in tech hub, urban, remote rural, and Native American communities. The focus of this investigation will be at the middle school level in computer education and STEM (mostly Science and Math) courses.