Computational Thinking and Physical Computing in Physical Education

这个项目是一个研究实践伙伴关系，连接了计算机科学和体育教育。研究团队和K-5体育和编码教师将共同设计和实施学习体验，将可穿戴技术融入传统的体育和编码课程。这些经验将帮助学习者看到计算机科学对体育运动的广泛影响，并帮助他们了解体育教育如何提高计算思维技能。这些体验还将吸引学生设计和发明他们自己的可穿戴设备。最后，该项目包括重新设想如何评估非传统计算机科学课堂上的学习。总体而言，该项目的不同组成部分有助于解决三个重要问题：1)缺乏训练有素的计算机科学教师，2)在校时间有限，用于增加课程内容，3)需要扩大参与的计算机科学教育经验。这个项目将培训大约30名教育工作者，他们能够在获奖期后继续和发展这项工作。此外，该项目将惠及600多名3至5年级的学生，并检查该项目对他们的短期和长期兴趣、感知和计算机科学知识的影响。该项目基于建构主义、体验认知、文化响应性计算和与实践联系的学习的先前研究。这些文献汇聚在一起，创造了一个生成性的学习空间，位于计算思维、物理计算和体育教育的结合点上。这种整合将通过涉及测试、评论和设计定制运动可穿戴设备的活动来实现。教师将设计活动，鼓励学生1)使用商业可穿戴设备收集多模式数据(例如室内位置跟踪、加速计和生物生理传感器)；2)使用这些数据回答有关他们运动表现的问题；3)设计低成本的原型，使他们能够进一步探索和改善他们的身体表现。在方法论上，本项目使用基于设计的实施研究方法来研究以下问题：1)连接计算和运动的真实和生成性的在校学习体验的组成部分是什么？2)这些体验以什么方式影响学生和教师对计算的短期和长期认知、兴趣、知识和信心？3)我们如何适当地重新设想在这些扩展的学习环境中对学生学习的评估？这些问题将结合使用数据来源和分析方法来解决。研究人员将使用定期问卷的重复测量统计分析来量化感知、兴趣、信心和内容知识的变化。许多问卷项目来自计算机科学教师协会(Csta)和国际教育技术协会(ISTE)的指导方针，以及STEM激活框架。这些措施将得到对学生项目和期中观察的双向人工制品分析的补充。这种双向方法集中和综合了学习过程和学习产品。最后，该项目使用来自社区范围远程学习平台(EL3)的学生访谈和日志，为学生参与者构建丰富的长期学习轨迹。这些数据点和分析将有助于揭示学生在获得广泛的计算机科学学习机会后可能采取的一些不同途径。此外，他们还将阐明将学习科学理论与学校实际相结合的重要设计原则。该项目由CS为所有项目提供资金。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。

This project is a research practice partnership that bridges computer science and physical education. The research team and K-5 physical education and coding teachers will co-design and implement learning experiences that incorporate wearable technologies into traditional physical education and coding classes. These experiences will help learners see the broad implications of computer science on athletics and help them see how physical education can advance computational thinking skills. The experiences will also engage students in designing and inventing their own wearables. Finally, the project includes re-envisioning how to assess learning in non-traditional computer science classes. Collectively, the different components of this project help address three important concerns: 1) a shortage of trained computer science teachers, 2) limited time in the school day for additional course content, and 3) the need for computer science education experiences that broaden participation. This project will train approximately 30 educators who can sustain and grow this work beyond the award period. Additionally, the project will reach more than 600 3rd through 5th grade students and examine the impact that this project has on their short-term and long-term interests, perceptions and knowledge of computer science.This project is informed by prior research on constructionism, embodied cognition, culturally responsive computing and practice-linked learning. These bodies of literature come together to create a generative learning space that sits at the nexus of computational thinking, physical computing and physical education. This integration will be realized through activities that involve testing, critiquing, and designing custom sports wearables. Teachers will design activities that encourage students to 1) collect multimodal data (e.g. indoor location tracking, accelerometers, and bio-physiological sensors) using commercial wearables; 2) use that data to answer questions about their athletic performance; and 3) design low-cost prototypes that enable further exploring and improving their physical performance. Methodologically, this project uses a design based implementation research approach to study the following questions: 1) What are the components of an authentic and generative in-school learning experience that connects computing and athletics? 2) In what ways do these experiences impact short-term and long-term student and teacher perceptions, interest, knowledge and confidence with computing? 3) How do we appropriately re-envision assessments of student learning within these expansive learning environments? These questions will be addressed using a combination of data sources and analytic approaches. Researchers will use repeated measure statistical analyses of periodic questionnaires to quantify changes in perceptions, interest, confidence, and content knowledge. Many of the questionnaire items are drawn from the Computer Science Teachers Association (CSTA) and International Society for Technology in Education (ISTE) guidelines, and the STEM activation framework. These measures will be complemented by bi-directional artifact analyses of student projects and in-session observations. This bi-directional approach centralizes and synthesizes learning processes and learning products. Finally, the project uses student interviews and logs from a community-wide remote learning platform (EL3) to construct rich long-term learning trajectories for student participants. These data points and analyses will help surface some of the different pathways students might take after engaging in expansive computer science learning opportunities. Moreover, they will elucidate important design principles that integrate learning sciences theory with the practicalities of school. This project is funded by the CS for All program.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.