BPEC: Computational Thinking in STEM: A Whole-School Model for Broadening Participation and Education in Computing

西北大学提出了一项战略，在强调计算方法的价值和相关性的背景下，向所有学生介绍计算思维（CT）技能。全民计算思维（CT 4ALL）方法将活动嵌入现有的高中科学和数学课堂，以（a）提高学生的CT技能，（B）将STEM专业人员的现代计算实践注入现有的STEM课程，以及（c）通过具体展示其对不同领域的适用性来扩大计算的吸引力。该项目的工作人员已经与芝加哥公立学校建立了牢固的伙伴关系，这些学校正在进行一项全区范围的努力，将计算机科学注入到所有学校。CT 4ALL补充了这一战略。该项目将与两所学校密切合作，这两所学校都主要为低收入的少数民族人口服务。预期的结果是发展和分享这些实施的实际知识，在大型，资源有限的公立高中的实质性限制工作。西北大学将分析从学生态度问卷，学生学习评估，学生在顶点项目和教师态度调查的工作，以告知本研究该项目将使用基于设计的实施研究，以开发和完善一个整体-本研究以下列研究问题为指导，探讨了这一概念的学校模式：（1）在校学生的计算机技术学习成果是什么;（2）学生对计算机技术的态度如何改变，特别是对女孩和其他传统上代表性不足的群体;（3）STEM教师的计算机技术学习成果是什么;（4）教师的参与在多大程度上改变了对计算机技术的信心、兴趣和态度？

Northwestern University proposes a strategy to introduce all students to computational thinking (CT) skills in a context that highlights the value and relevance of computational methods. The Computational Thinking for All (CT4ALL) approach embeds activities in existing high school science and mathematics classrooms as a way to (a) enhance students' CT skills, (b) infuse modern, computational practices of STEM professionals into existing STEM courses, and (c) broaden the appeal of computing by concretely demonstrating its applicability to diverse fields. The project staff have forged a strong partnership with Chicago Public Schools who are embarking on a district-wide effort to infuse computer science into all of their schools. CT4ALL complements this strategy. The project will work intensively with two schools, both serving predominantly low-income, minority populations. The intended outcome is to develop and share practical knowledge of these implementations working within the substantial constraints of large, resource-limited public high schools.Northwestern will analyze data gathered from student attitude questionnaires, student learning assessments, students' work on capstone projects and teacher attitude surveys to inform this study The project will use a Design Based Implementation Research study to develop and refine a whole-school model of this concept that is guided by the following research questions:(1) what are the CT learning gains for students in the schools;(2) how do students' attitudes toward CT change, particularly for girls and other traditionally underrepresented groups;(3) what are the CT learning gains for the STEM teachers; and(4) to what extent to teachers' confidence, interest, and attitudes towards CT change as a result of their participation?