Integrating Transdisciplinary and Computational Approaches in the Earth Science Curriculum Using Data Visualizations, Scientific Argumentation, and Exploration of Geohazards

由于STEM学科中计算的强大创新和应用，STEM+C程序解决了从低年级到高中（preK-12）学生对现实世界，跨学科和计算准备的迫切需求。该项目将推进新的跨学科方法的研究和开发，以计算STEM教学和学习，将通过数据可视化整合计算思维，从证据论证的科学实践，以及专注于地质灾害的地球科学概念。该团队将开发一个用于数据可视化的开源脚手架编程工具，以及两个与下一代科学标准相一致的初中和高中地质灾害课程模块。当学生使用编程工具将现实世界的GPS数据转换为可管理和解释性的可视化时，将发生计算思维和科学实践的整合，并将其作为证据来制定关于预测地质灾害影响的科学论点。由此产生的产品可以作为课程开发人员，研究人员和教育工作者的典范，将计算数据可视化实践与学科STEM学习相结合，并在实施这些实践时为教师和学生提供支持。该项目得到了STEM +计算计划的支持，该计划推动了跨学科和跨学科方法的研究和开发，以将计算融入科学，技术，工程和数学（STEM）教学和学习中，适用于正式和非正式环境中的学前班学生。STEM+C支持学生如何学习计算思维以解决STEM领域的跨学科问题的研究。使用脚手架编程工具进行数据可视化的综合地质灾害单元的检查将分两个阶段进行。首先，将进行设计性研究，以完善工具和课程模块，为学生的内容学习和论证实践制定评估，并确定在课堂上实施此类课程模块所需的教师支持。 第二，延迟队列前后测试设计将调查整合数据可视化的计算实践对学生学习的影响。该项目将覆盖800名学生和12名教师，并在广泛的学校实施，包括那些为STEM学生提供服务的学校。 开发的产品和研究成果将被广泛传播给科学教育、地球科学、教育技术和学习科学领域的从业者、开发者和研究人员。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

As a result of the powerful innovation and application of computing in STEM disciplines, the STEM+C program addresses an urgent need for real-world, interdisciplinary, and computational preparation of students from the early grades through high school (preK-12). This project will advance research and development of new transdisciplinary approaches to computational STEM teaching and learning that will integrate computational thinking through data visualizations, the scientific practice of argumentation from evidence, and earth science concepts focused on geohazards. The team will develop a open-source scaffolded programming tool for data visualizations, and two curricular modules on geohazards for middle and high school aligned with Next Generation Science Standards. Integration of computational thinking and science practices will occur as students transform real-world GPS data into manageable and interpretative visualizations using the programming tool and use them as evidence to formulate scientific arguments about predicting the impact of geohazards. The resulting products can serve as exemplars for curriculum developers, researchers, and educators to integrate computational data visualization practices with disciplinary STEM learning, and inform strategies to support teachers and students when implementing these practices. This project 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 examination of the integrated geohazard units with the scaffolded programming tool for data visualization will take place in two phases. First, design-based research will be conducted to refine the tool and curriculum modules, develop assessments for students' content learning and argumentation practices, and identify teacher supports necessary for implementing this type of curriculum module in classroom. Second, a delayed cohort pre-post-test design will investigate the impact of integrating the computational practice of data visualization on student learning. The project will reach 800 students and 12 teachers, and be implemented in a wide range of schools including those that serve underrepresented students in STEM. Developed products and research findings will be widely disseminated to practitioners, developers, and researchers in the fields of science education, geosciences, educational technology, and learning sciencesThis 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.