Developing teachers as computational thinkers through supported authentic experiences in computing modeling and simulation

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该项目通过为教师提供必要的技能，使学生为未来成为具有计算能力的科学家和公民做好准备，并通过研究向教师提供这种指导的最有效方法，解决了对计算能力强的STEM劳动力的需求。该项目还解决了《下一代科学标准》提出的紧迫挑战，即准备中学科学教师在科学课上实施丰富的计算思维（CT）体验，例如计算机模型和模拟的使用、创建和分析。该项目是圣达菲研究所和圣达菲公立学区的合作项目，直接解决中学教师对现代科学实践的理解、实践和教学问题。本项目将以项目GUTS计划和专业发展模式为基础，设计和开发一套资源、模型和工具（rmt），这些资源、模型和工具共同构成了综合专业发展（PD）计划的基础，然后研究教师使用rmt的经验，并评估rmt如何帮助教师实施课程。PD计划包括：在线PD网络；车间;网络研讨会和会议；实习和促进者支持；以及课程和项目指南。该项目的总体方法是基于设计的实施研究（DBIR）。用于实施研究的方法包括：不引人注目的措施，如自我评估滑块和web分析；知识与技能调查（KS-CT）；访谈（教师和辅导员）；教师修改与创建模式分析以及对实习和课堂实施的观察。实施研究中的数据收集和分析有两个目的：a)设计细化和b)案例研究开发。实施研究采用混合方法、非等效组设计和嵌入式案例研究。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This project addresses the need for a computationally-enabled STEM workforce by equipping teachers with the skills necessary to prepare students for future endeavors as computationally-enabled scientists and citizens, and by investigating the most effective ways to provide this instruction to teachers. The project also addresses the immediate challenge presented by the Next Generation Science Standards to prepare middle school science teachers to implement rich computational thinking (CT) experiences, such as the use, creation and analysis of computer models and simulations, within science classes. The project, a partnership between the Santa Fe Institute and the Santa Fe Public School District, directly addresses middle school teachers' understanding, practice, and teaching of modern scientific practice. Using the Project GUTS program and professional development model as a foundation, this project will design and develop a set of Resources, Models, and Tools (RMTs) that collectively form the basis for a comprehensive professional development (PD) program, then study teachers' experiences with the RMTs and assess how well the RMTs prepared teachers to implement the curriculum. The PD program includes: an online PD network; workshops; webinars and conferences; practicum and facilitator support; and curricular and program guides. The overall approach to the project is design based implementation research (DBIR). Methods used for the implementation research includes: unobtrusive measures such as self-assessment sliders and web analytics; the knowledge and skills survey (KS-CT); interviews (teachers and the facilitators); analysis of teacher modified and created models; and observations of practicum and classroom implementations. Data collection and analysis in the implementation research serve two purposes: a) design refinement and b) case study development. The implementation research employs a mixed-method, nonequivalent group design with embedded case studies.