Visualization Basics: Using Gaming to Improve Computational Thinking (UGame-ICompute)

这个ITEST Strategy项目正在为怀俄明州十所中学的学生和教师开发、实施和研究一项干预措施，其中包括游戏和机器人背景下的计算思维和空间可视化。它正在影响42名教师和他们的学生。该项目正在使用响应文化的教育学(CRP)提供内容。在拟议的干预措施中，正在落实中央支助计划的重点，并在包括非裔美国人、墨西哥人和美洲原住民文化代表在内的项目人员以及包括女性和残疾人在内的招募计划中得到强烈反映。牵头机构是怀俄明大学，与国家大气研究中心合作，并由MER Associates进行评估。科罗拉多大学的Alexander Repenning正在为教师提供计算思维方面的专业发展。研究问题正在调查：1)最有可能发展学生计算思维和空间可视化技能的策略；2)最有可能培养学生兴趣、准备和参与STEM职业生涯的策略；3)教师在数学和科学课程中灌输响应文化的教学方法并培养学生对计算思维的理解的策略；以及4)该项目如何利用文化和STEM社区的社会和文化能力。评估员在咨询委员会的监督下，主要负责收集和分析数据。数据来源包括文件回顾、调查、访谈和学生表现数据。正在对与性别、种族和英语熟练程度相关的考试差异进行分析。

This ITEST Strategies project is developing, implementing and studying an intervention for students and teachers in ten middle schools in Wyoming that includes computational thinking and spatial visualization in the contexts of gaming and robotics. It is impacting 42 teachers and their students. The project is delivering the content using culturally responsive pedagogy (CRP). The CRP emphasis is being implemented in the proposed intervention and is strongly reflected in the project personnel, which includes representatives from African American, Mexican, and Native American cultures, as well as in the recruitment plan, which also includes females and disabled persons. The lead institution is the University of Wyoming, with cooperation from the National Center for Atmospheric Research and evaluation by MER Associates. Alexander Repenning of the University of Colorado is providing teacher professional development in computational thinking.Research questions are investigating: 1) the strategies most likely to develop student skills in computational thinking and spatial visualization; 2) the strategies most likely to develop student interest, readiness, and participation in STEM careers; 3) the strategies teachers use to infuse culturally responsive pedagogy and develop student understanding of computational thinking in math and science courses; and 4) how the project leverages the social and cultural capacity of the cultural and STEM communities. The evaluator is primarily responsible for collecting and analyzing the data, with oversight from the Advisory Board. Data sources include document review, surveys, interviews, and student performance data. Analyses are being conducted to exam variances associated with gender, ethnicity, and English proficiency.