A Workshop for Connecting Computational Thinking with Synthetic Biology Applications in K-16 Education

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。该项目得到了STEM+C计划的支持，并将通过召开一次能力建设研讨会来推进其使命，以审查计算思维与迅速发展的合成生物学领域之间的关系。研讨会和相关的会议将把主要的研究人员、教育工作者、课程制定者和教育政策制定者聚集在一起，讨论与K-16级合成生物学跨学科领域有关的教育问题和优先事项。该项目将取得以下成果：(1)确定与K-16教育中合成生物学和计算思维的教与学有关的关键问题；(2)审查与合成生物学相关的潜在伦理问题；(3)开发一个框架，使研究人员能够阐明生物设计在其未来研究和应用中可能的相互作用。预计这些成果将为学生生物设计的学习和教学、学习工具和实验室空间的设计以及围绕伦理的讨论点提供一个框架。该项目还将主办一次会议小组讨论，并将在讲习班期间和讲习班结束后在网上向公众传播。研讨会将首次汇集科学教育工作者、学习科学家、计算机科学教育者、生物设计师和艺术家，以及科学中心和社区实验室主任，他们在生物学、设计、计算和K-16教育方面拥有专业知识，以阐明关键问题和主题，并考虑到这些不同领域相互交叉的复杂方式。根据最近的商业发展，很明显，设计和生物学可以整合在一起，计算思维可以在连接它们方面发挥核心作用。到目前为止，计算思维和合成生物学领域的研究人员和教育工作者是在彼此孤立的情况下进行研究和开发的，他们经常在不同的期刊上发表论文，而不知道他们的工作是如何相互交叉的。同样，生物教育研究人员也被细分为关注合成生物学应用的研究人员和关注科学教育中对生物工程的态度的研究人员。这次研讨会将弥合分歧，并促进这些小组之间的讨论，以确定生物学、设计和计算设计如何在合成生物学中相交。研讨会旨在促进更好地了解与计算思维、合成生物学和生物设计相关的机遇和挑战，使学生受众做好准备，迎接基于生物的设计解决健康、能源和环境问题的解决方案将成为他们21世纪STEM教育的一部分。将讨论的问题如下：1.学习：我们需要了解不同年龄段的学生对生物学和计算思维的事先理解是什么？什么是有前途的教学方法？可以使用哪些工具进行评估？在参与合成生物学之前，学生需要了解多少生物学和计算思维？2.教学：哪些活动对K-16学生来说是可以接受和可行的？让教师更广泛地参与实施合成生物学教育的最佳方式是什么？教师需要具备哪些先验知识才能准备好教授合成生物学？教师如何相互联系以分享最佳实践？生物学的计算和合成方法与传统生命科学教育的主要区别是什么？3.工具：我们需要设计什么样的实验室、合成、分析和模拟框架来支持合成生物学活动？需要多少培训或接触这些工具才能让教师感到有能力在课堂上使用它们？这些工具的访问和使用有多容易？从接口和编码环境的设计中可以学到什么，以支持合成生物学中的计算思维？我们如何降低工具成本，以便让更多的学生参与合成生物学？4.空间：哪些环境可以提供生物设计的学习机会，无论是教室、社区实验室还是比赛？我们如何才能在这些学习空间之间建立更好的联系？可以为合成生物学活动培育哪些新的空间而不是现在被考虑的？5.伦理：生物设计中紧迫的关键问题是什么？这些问题对社会、特定人群和环境有何影响？让学生参与这些讨论的最佳方式是什么？围绕这些主题的讨论如何持续下去？6.安全和安保：生物设计中的主要安全和安保问题是什么，随着时间的推移，我们可以预期会出现什么问题？如何最好地让学生参与讨论？在课堂上需要遵循哪些最佳实践来保护学生和教师的安全？学生在完成活动后是否有权成为安全倡导者？当计算设计(即DNA结构、基因电路)从软件转移到湿软件并通过实验室活动实现时，需要考虑哪些因素？该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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 is supported by the STEM+C program and will advance its mission by convening a capacity-building workshop to examine the relationships between computational thinking and the rapidly developing field of synthetic biology. The workshop and associated convenings will bring together key researchers, educators, curriculum developers, and education policy makers to discuss educational issues and priorities related to the interdisciplinary field of synthetic biology at the K-16 level. The project will pursue the following outcomes: (1) Identification of key issues relating to the teaching and learning of synthetic biology and computational thinking in K-16 education; (2) Examination of the potential ethical issues associated with synthetic biology; and (3) Development of a framework that will allow researchers to articulate possible interactions between biodesign in their future research, and applications. It is expected that these outcomes will provide a framework for student learning and teaching of biodesign, the design of learning tools and lab spaces, and discussion points around ethics. The project will also host a conference panel that will be streamed online for public dissemination during and after the workshop. The workshop will bring together for the first time science educators, learning scientists, computer science educators, biodesigners and artists, and science center and community laboratory directors who have expertise in biology, design, computing, and K-16 education to articulate key issues and topics that take into account the complex ways these different areas intersect. Based on recent commercial developments, it is clear that design and biology can be integrated and computational thinking can play a central role in linking them. So far, researchers and educators in computational thinking and synthetic biology have conducted research and development in isolation from one another, often publishing in different journals without the benefit of knowing how their work intersects. Likewise, biology education researchers have been subdivided into those focusing on synthetic biology applications and those focusing on attitudes about bioengineering in science education. This workshop will bridge the divides and promote discussions among these groups in order to determine how biology, design, and computational design can intersect in synthetic biology. The workshop is intended to promote a greater understanding of opportunities and challenges associated with computational thinking, synthetic biology and biodesign that will prepare student audiences for a world in which biology-based design solutions to problems in health, energy, and the environment will be a part of their 21st-century STEM education. Among the issues to be discussed are the following: 1. Learning: What do we need to know about student prior understanding about biology and computational thinking at different age levels? What are promising instructional approaches? What tools could be used for assessment? How much do students need to know about biology and computational thinking before engaging with synthetic biology? 2. Teaching: What are appropriate activities that are accessible and feasible for K-16 students? What is the best way to engage teachers to broaden their participation in implementing synthetic biology education? What prior knowledge is needed for teachers to feel ready to teach synthetic biology? How can teachers connect with one another to share best practices? What are the main differences between a computational and synthetic approach to biology and traditional life sciences education? 3. Tools: What kind of laboratory, synthesis, analysis and simulation frameworks do we need to design to support synthetic biology activities? How much training or exposure to the tools is required for a teacher to feel empowered to use them in the classroom? How easy are the tools to access and use? What can be learned from the design of interfaces and coding environments to support computational thinking in synthetic biology? How can we lower tool costs so that more students can engage with synthetic biology? 4. Spaces: Where are the types of environments that can host learning opportunities for biodesign, whether classrooms, community labs or competitions? How can we create better connections between these learning spaces? What new spaces can be cultivated for synthetic biology activities that are not being considered now? 5. Ethics: What are the pressing critical issues in biodesign? How do these issues affect society, specific populations, and the environment? What are the best ways to engage students in these discussions? How can discourse around these topics be sustained? 6. Safety and Security: What are main safety and security concerns in biodesign, and what concerns can we expect to emerge over time? How best to engage students in discussions? What best practices need to be followed in the classroom to keep students and teachers safe? Are students empowered to be safety advocates after completing the activities? What kind of considerations are necessary when computational designs (i.e., DNA constructs, genetic circuits) move from software to wetware and realized with lab activities?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.