Culturally Authentic Practice to Advance Computational Thinking in Youth (CAPACiTY)

该项目由STEM+计算伙伴关系(STEM+C)计划资助，该计划旨在促进STEM教与学中计算集成的新方法和基于证据的理解。该项目将通过开发和评估高中课程《数字技术导论》的新课程来促进这一努力。本课程是一门针对高一和高二学生的入门职业技术教育(CTE)课程，可以引导他们进入学术道路，最终让学生参加计算机科学的高级选修(AP)课程。更新后的课程将在两所拥有大量学生的学校实施，这些学生来自科学、技术、工程和数学(STEM)领域代表性不足的群体，该课程将通过让学生参与真实的、与文化相关的、基于问题的探究性学习(PBIL)项目来促进计算思维技能的发展。学生创作的多媒体数字叙事由移动应用程序和计算生成的音乐组成，将展示学生学习和学生应对PBIL挑战的解决方案。该项目将调查与成功实施最新课程相关的因素及其预期结果，包括在高中阶段将计算机科学和计算思维纳入STEM学科的影响。该项目的成果将：1)为当前在全国K-12学生的STEM课程中整合计算机科学和计算思维的努力提供知识库；2)促进传统上STEM中代表性较低的学生，包括女孩，更多地参与到通往职业生涯或IT领域高级工作的教育途径中；3)影响佐治亚州乃至全国现有的教学计划。该项目将采用基于设计的研究方法来开发和验证将教与学计算技能与科学实践和交叉概念相结合的教学模式。该模式的可行性将通过在亚特兰大地区的两所学生群体具有文化多样性的学校进行试点研究来测试。该项目将为教师提供教学资源、实施新课程单元所需的技术，以及支持他们实施课程的专业发展机会。将使用混合方法研究策略来表征和评估学生在理解和应用计算思维技能、理解与下一代科学标准(NGSS)相关的有针对性的横切概念以及在计算机科学方面不断发展21世纪技能、归属感和坚持不懈方面的收获水平。数据将从课堂观察、知识的前测和后测、活动中的嵌入评估、对教师和学生的访谈以及对学生作业的分析中收集。将测试统计模型，以探索对新课程的成功实施和成果产生积极或消极影响的学校和地区层面的因素。

Culturally Authentic Practice to Advance Computational Thinking in Youth This project is funded by the STEM+Computing Partnership (STEM+C) program, which seeks to advance new approaches to, and evidence-based understanding of, the integration of computing in STEM teaching and learning. This project will contribute to that effort by developing and assessing a new curriculum for a high school course, Introduction to Digital Technology. This course is an entry-level Career Technical Education (CTE) course for high school freshmen and sophomores that can lead them to an academic pathway that culminates in students taking an Advanced Placement (AP) course in computer science. The updated course will be implemented in two schools having large populations of students from groups underrepresented in science, technology, engineering, and mathematics (STEM) fields, and the course will promote development of computational thinking skills by engaging students in authentic and culturally relevant, problem-based, inquiry learning (PBIL) projects. Student-created multimedia digital narratives consisting of mobile applications and computationally generated music will showcase student learning and student solutions to PBIL challenges. The project will investigate the factors associated with successful implementation of the updated course and its expected outcomes, including the impacts of integrating computer science and computational thinking within STEM disciplines at the high school level. The outcomes of this project will: 1) contribute to the knowledge base for current efforts to integrate computer science and computational thinking in STEM courses for K-12 students nationwide; 2) facilitate greater participation of students traditionally underrepresented in STEM, including girls, in educational pathways to careers or advanced work in IT fields; and 3) impact current instructional programs in the state of Georgia, and potentially nationwide.This project will employ a design-based research approach to develop and validate a pedagogical model for integrating instruction and learning of computational skills with science practices and crosscutting concepts. The feasibility of the model will be tested through a pilot study in two Atlanta-area schools having culturally diverse student populations. The project will provide teachers with teaching resources, the technology needed to implement the new curriculum units, and professional development opportunities to support their implementation of the curriculum. A mixed-methods research strategy will be used to characterize and estimate the level of student gains in understanding and applying computational thinking skills, understanding targeted crosscutting concepts associated with the Next Generation Science Standards (NGSS), and increasing development of 21st Century skills, sense of belonging, and persistence in computer science. Data will be gathered from classroom observations, pretests and posttests of knowledge, embedded assessments within activities, interviews with teachers and students, and analyses of student work. Statistical models will be tested to explore the school and district-level factors that positively or negatively impact successful implementation and outcomes of the new courses.