Integrating Computational Thinking in Mathematics and Science High School Teacher Professional Development

离散数学和理论计算机科学中心和康涅狄格大学尼格教育学院将为高中科学和数学教师开发一个全面的在线专业发展计划。该课程模式旨在让教师将计算思维融入他们的科学和数学实践中。该研究将研究科学、数学和计算方法如何以及在什么条件下有效地培养教师对计算思维的理解；加强教师的教学实践；并将计算思维概念传授给他们的数学和理科学生。该项目的结果是，教师将能够通过计算开发自己的模型、算法和工具来分析现实世界的数据和相关问题，从而加强学生在科学和数学方面的学习。全国各地的教师将参与这一在线专业发展模式，通过出版物和教育期刊以及专业科学和数学教育会议，在网上分享研究成果和教材。该项目是为响应NSF致同事信DRK12推进STEM +计算（17-149）而提交的，并得到STEM +计算计划的支持，该计划旨在推进跨学科和跨学科方法的研究和开发，以将科学、技术、工程和数学（STEM）教学与学习整合到正式和非正式环境中的pre -12学生。STEM+C支持学生如何学习计算思维来解决STEM领域的跨学科问题的研究。这项研究和发展将把在线教师专业发展项目与研究相结合，调查教师在在线环境中如何学习计算思维，以及他们如何以及在什么条件下将计算思维概念传授给数学或科学课程的学生。这项研究将产生一个精心设计的模型，用于在线、可扩展的教师专业发展，以整合科学和数学教育中的计算思维，以及教师如何获得内容知识和教学技能。项目成果将包括一支骨干教师队伍，他们了解如何在传统的HS科学和数学课程中吸引学生参与计算思维概念，并能够在科学和数学学科中使用计算方法与学生一起解决学科问题。研究成果和专业发展材料将可供教师、教育者、专业开发人员和其他开发计算思维HS项目的人员使用。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The Center for Discrete Mathematics and Theoretical Computer Science and the University of Connecticut Neag School of Education will develop a comprehensive online professional development program for high school science and mathematics teachers. The program model will be designed for teachers to integrate computational thinking into their science and mathematics practice. The research will study how and under what conditions integrated science, mathematics, and computational approaches will effectively develop teachers' understanding of computational thinking; improve teachers' instructional practice; and will transfer computational thinking concepts to their math and science students. As a result of the project, teachers will be able to enhance student learning in science and mathematics using computation to develop their own models, algorithms, and tools to analyze real-world data and associated problems. Teachers will engage in this online professional development model from across the country, with research results and educational materials shared online, through publications and education journals, and professional science and mathematics education conferences. This project was submitted in response to the NSF Dear Colleague Letter DRK12 Advancing STEM + Computing (17-149) and is supported by the STEM + Computing Program that advances research and development of interdisciplinary and transdisciplinary approaches to the integration of computing within science, technology, engineering, and mathematics (STEM) teaching and learning for preK-12 students in both formal and informal settings. STEM+C supports research on how students learn to think computationally to solve interdisciplinary problems in the STEM fields.The research and development will combine an online teacher professional development program with research that investigates how well teachers learn computational thinking in an online setting and how and under what conditions they transfer the computational thinking concepts to students in their math or science classes. The research will result in a well-designed model for an online, scalable teacher professional development for the integration of computational thinking in science and mathematics education and how teachers gain content knowledge and pedagogical skills. Project results will include a cadre of teachers who understand how to engage students in computational thinking concepts within the traditional HS science and mathematics curriculum and who are able to use computational approaches within the science and mathematics disciplines with their students to solve disciplinary problems. Research results and professional development materials will be available for use by teacher educators, professional developers, and others developing HS programs in computational thinking.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.