Integrating Computation in Science Across Michigan

该项目得到了STEM+Computing（STEM+C）计划的支持，该计划推进了将计算思维和计算活动整合到学科科学，技术，工程和数学教学中的应用研究，并通过高中（preK-12）进行幼儿教育。 该项目将计算融入高中物理课程。 拟议的工作旨在纠正什么是需要从事学生在21世纪物理和什么是目前在高中物理教室教之间的不匹配。通过与物理教师合作并支持他们以真实和公平的方式将计算融入课堂，该项目旨在应对这一挑战。一个详细的研究计划，使用几个镜头来调查学生的学习和参与，以及教师如何设计和调整他们的计算教学将建立在集体理解的重要性，和方法，将计算整合到高中物理课程。这项工作的一个核心方面是扩大参与计算的学生从历史上被边缘化的群体，并研究如何教学实践可以导致更公平的参与计算。这项研究的结果将被转移到其他机构，并可能促进更广泛地采用计算教学，包括基于证据的活动和教学实践，在密歇根州和美国的高中。该项目是一个研究实践伙伴关系之间的大学研究人员在科学教育，课程开发人员和研究人员在物理，高中物理教师在密歇根州。 研究人员致力于将计算融入高中物理，并研究其在课堂上对学习，实践和公平的影响。该研究计划包括两个组成部分：（1）一个专业发展计划，使高中物理教师能够让他们的学生参与计算;（2）一个全面的研究工作，研究在这些教室中使用三个相互增强的链整合计算的影响：（1）学生理解，（2）教学实践，（3）公平参与。参与教师的专业发展计划包括两个组成部分：（1）沉浸式，动手夏季研讨会和（2）持续的研讨会后支持。在新学年之前的夏天，来自参与学校的教师团队将被邀请参加为期5天的研讨会，他们将在课堂上实施计算物理项目，同时学习使用一套高杠杆教学实践，使学生能够以真实的方式参与。在随后的学年，教师将被邀请回来每月一次，为期一天的小型研讨会，以反映他们的计算物理教学经验，提出问题，询问额外的支持，把实践中的问题进行讨论，并与研究团队的支持下进行额外的发展。 通过这一专业发展计划，教师将1）发展专业知识，在使用计算物理建模物理系统是适合高中水平; 2）从事高杠杆的做法，鼓励学生真正参与计算企业;和3）分析公平的问题，他们的计算教学实践的组成部分。通过这个专业发展计划，该项目将支持密歇根州中部地区至少36名教师将计算融入他们的物理课程，从而影响1000多名学生。

This project is supported by the STEM+Computing (STEM+C) program, which advances applied research integrating computational thinking and computing activities within disciplinary science, technology, engineering, and mathematics teaching and learning in early childhood education through high school (preK-12). This project integrates computation into high school physics courses. The proposed work aims to rectify the mismatch between what is needed to engage students in 21st century physics and what is taught presently in high school physics classrooms. By working with and supporting physics teachers to integrate computation into their classrooms in authentic and equitable ways, this project aims to address this challenge. A detailed research plan that uses several lenses to investigate student learning and participation as well as how teachers design and adapt their instruction in computation will build on the collective understanding of the importance of, and methods for, integrating computation into the high school physics curriculum. A central aspect of this work is broadening participation in computation to students from historically marginalized groups, and studying how teaching practices can lead to more equitable participation in computation. The results of this research will be transferable to other institutions and could catalyze wider-spread adoption of computational instruction, including evidence-based activities and teaching practices, in high schools across Michigan and the US.The project is a research-practice partnership between university researchers in science education, curriculum developers and researchers in physics, and high school physics teachers in Michigan. The researchers are committed to integrating computation in high school physics and studying its effects in classrooms on learning, practice, and equity. The research plan involves two components: (1) a professional development program that equips high school physics faculty to engage their students in computation and (2) a comprehensive research effort that studies the effects of integrating computation in these classrooms using three mutually-enhancing strands: (1) Student Understanding, (2) Instructional Practice, and (3) Equitable Participation. The professional development program for participating teachers consists of two components: (1) an immersive, hands-on summer workshop and (2) sustained post-workshop support. In the summer prior to the new school year, teams of teachers from participating schools will be invited to a 5-day workshop in which they work together on computational physics projects that they will implement in the classrooms while learning to use a set of high-leverage instructional practices that enables students to participate in authentic ways. During the subsequent school year, teachers will be invited back for monthly, one-day mini-workshops to reflect on their computational physics instructional experiences, to ask questions and inquire about additional support, to bring problems of practice in for discussion, and to perform additional development with the support of the research team. Through this professional development program, teachers will 1) develop expertise in the use of computational physics to model physical systems that are appropriate for the high school level; 2) engage in high leverage practices that encourage students' authentic engagement in the computational enterprise; and 3) analyze issues of equity integral to their computational teaching practice. Through this professional development program, the project will support at least 36 teachers in the mid-Michigan area to integrate computation into their physics courses, thus, impacting over 1000 students.