Learning Physics in a Synergistic Scaffolded Programming Environment

随着计算已成为科学、技术、工程和数学(STEM)实践中不可或缺的一部分，STEM+计算方案寻求通过将计算思维和计算活动应用于STEM教与学的应用整合来应对计算STEM领域中新出现的挑战。该项目开发了一个脚手架物理编程培训环境(STEPP)，在该环境中，学生通过创建自己的模拟工具，通过基于状态的建模来学习物理并培养计算思维(CT)技能。有限状态机(FSM)是一种基于状态的建模方法，已被用于设计算法以及教授编程和工程。带有PlayMaker插件的Unity游戏引擎将作为Stepp的平台，因为先前编程经验的门槛较低，学习潜力的上限较高，以及可移植到其他应用程序。该项目的假设是，通过构建自己的模拟工具，在脚手架协同环境中学习的学生将比使用预先制作的模拟工具学习的学生更成功地掌握物理概念和CT。这项拟议的研究将提供新的见解，说明如何使用具有成本效益的技术实施动态建模，以最好地帮助学生理解物理概念，开发CT，并改善他们的计算态度。通过评估在理解物理概念、CT和计算态度方面的进步，这个项目将获得关于这些目标之间关系的信息，这可能表明协同学习的优势。研究人员将设计和实施三个脚手架物理编程培训环境(STEPP)模块，其学习内容符合德克萨斯州的标准和下一代科学标准。将为在职和职前教师举办暑期研习班，学习和体验STEPP，并将其纳入他们自己的课程和评估。STEPP模块将在至少两所高中进行测试，至少有160名高中生和两名物理教师参与。学生在物理知识方面的收获将通过Force Concept Inventory来衡量；他们在CT、基于状态的建模和编程概念方面的收获将通过与高中教师合作开发的Rbrics来评估。学生对计算态度的变化将通过计算态度调查来衡量。

As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM+Computing program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within STEM teaching and learning in early childhood education through high school (preK-12). This project develops a Scaffolded Training Environment for Physics Programming (STEPP) in which students learn physics and cultivate Computational Thinking (CT) skills through state-based modeling by creating their own simulation tools. Finite State Machines (FSMs) are a method for state-based modeling and have been used to design algorithms and teach programming and engineering. The Unity game engine with Playmaker plug-in will serve as the platform for STEPP because of the low threshold for prior programming experience, the high ceiling for learning potentials, and the transferability to other applications. The project's hypothesis is that by constructing their own simulation tools, students learning in a scaffolded synergistic environment will master physics concepts and CT more successfully than students learning with pre-made simulation tools. The proposed research will provide new insights on how the use of dynamic modeling, implemented with cost-effective technology, can best help students understand physics concepts, develop CT, and improve their computing attitudes. By assessing improvements in understanding physics concepts, CT, and computing attitudes, this project will obtain information about relationships between these objectives which could indicate the advantage of synergistic learning.Researchers will design and implement three Scaffolded Training Environment for Physics Programming (STEPP) modules with learning content that aligns with Texas's standards and the Next Generation of Science Standards. A summer institute will be held for inservice and pre-service teachers to learn and experience STEPP and incorporate it into their own curricula and assessments. The STEPP modules will be tested at a minimum of two high schools, with a minimum of 160 high school students and two physics teachers participating. Students' gain in physics knowledge will be measured by the Force Concept Inventory; their gain in CT, state-based modeling, and programming concepts will be assessed by rubrics developed in collaboration with high school teachers. Changes in students' attitudes towards computing will be measured by the Computing Attitudes Survey.