CPATH-2: Collaborative Research: From Middle School to Industry: Vertical Integration to Inspire Interest in Computational Thinking

CPATH-2：协作研究：从中学到工业界：垂直整合激发计算思维兴趣

• 批准号: 0939059
• 负责人: Gregory Hislop
• 金额: $ 33.29万
• 依托单位: Drexel University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-15 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0939059&HistoricalAwards=false
• 关键词: CPATH; Collaborative; Research; Middle; Industry

This project, InspireCT, employs vertically integrated project teams to expose students to the excitement of computational thinking in action. This vertical integration results in a hands-on, active learning experience that can occur while students are still deciding what to study as undergraduates. InspireCT will revitalize undergraduate computing education by engaging students in team project applications of computing much earlier than is done today. The project includes participants at four levels of computing knowledge: pre-college students in grades 6-12, less experienced undergraduates, advanced undergraduates, and practicing professionals. At the center of the project are advanced undergraduates and team projects typical of computing degree capstone experiences. The less experienced students are integrated into the excitement typical of capstone projects by activities appropriate to their experience level. The professionals provide projects and mentoring to ensure good connection with professional practice and actual applications of computational thinking.InspireCT also makes use of mentoring - the project explores the impact of mentoring on student learning, and also examines the positive impact of the younger students seeing the successes of the more advanced students. This is expected to engender a positive attitude among less experienced students toward the study of computing. Intellectual Merit - This project creates and disseminates a new approach to introducing and engaging students in computational thinking activities. This active learning approach is expected to improve student learning and to create a much more direct engagement with computing by "doing" rather than "hearing about" computational thinking. The project focuses upon computational thinking concepts such as problem solving, abstraction, design, and thinking algorithmically. But the project also suggests that definitions of computational thinking need to include team level, collaborative efforts since this is how most professionals engage in computational thinking. Research indicates that understanding the collaborative and social aspects of computational thinking may be central to attracting more women students. The project addresses significant challenges including shifts in instructional role, definition of appropriate activities for vertical integration, and changes in instructional role. At the same time, the project builds on a substantial base of theory and prior results in areas such as active learning, capstone projects, and gender equality in computing education. The theory and related work both indicate that the benefits could be very substantial if this project is successful in addressing the challenges and meeting the goals. Broader Impact - InspireCT impacts students at both the pre-college and undergraduate levels. Sparking student interest at that earlier age and improving learning outcomes via active learning constitutes a potentially transformative impact on computing education. The social and applied aspects of this approach also provide key characteristics that research shows are effective in attracting women to computing. The community building aspect of the project includes both pre-college and undergraduate instructors. The InspireCT activities are organized to help identify and establish a series of collaborations between pre-college instructors and undergraduate faculty.

Inspimect该项目采用垂直集成的项目团队，使学生对计算思维的兴奋行动。这种垂直的整合会带来动手，积极的学习经验，而学生仍在决定要学习的本科生。 Inspirect将通过与今天的团队项目应用程序相比，与今天相比，将学生参与团队项目应用程序，从而振兴本科计算教育。该项目包括四个计算知识的参与者：6 - 12年级的大学前学生，经验不足的本科生，高级本科生和执业专业人员。该项目的中心是高级本科生和团队项目的典型计算学位顶峰体验。经验较低的学生通过适合其经验水平的活动融入了顶峰项目的典型兴奋中。专业人士提供项目和指导，以确保与专业实践和计算思维的实际应用良好联系。启发性也利用指导 - 该项目探讨了指导对学生学习的影响，并研究了年轻学生看到的积极影响更高级学生的成功。预计这将使经验不足的学生对计算研究的研究产生积极的态度。知识分子优点 - 该项目创建并传播了一种新的方法来介绍和吸引学生参与计算思维活动。这种积极的学习方法有望改善学生的学习，并通过“做”而不是“听到”计算思维的计算来建立更直接的互动。该项目着重于计算思维概念，例如解决问题，抽象，设计和思考算法。但是该项目还表明，计算思维的定义需要包括团队级别，协作努力，因为这是大多数专业人员从事计算思维的方式。研究表明，了解计算思维的协作和社会方面可能是吸引更多女学生的核心。该项目应对重大挑战，包括教学角色的转变，适当的垂直整合活动的定义以及教学角色的变化。同时，该项目建立在理论的实质基础上，并在计算教育中的积极学习，顶峰项目和性别平等等领域的先前结果。理论和相关的工作都表明，如果该项目成功地解决挑战并满足目标，则收益可能会非常重要。更广泛的影响 - Inspect会影响学前班和本科生的学生。在那个年龄段激发学生的兴趣并通过积极学习来改善学习成果，这对计算教育产生了潜在的变革影响。这种方法的社会和应用方面还提供了关键特征，研究表明，研究表明有效地吸引了女性进行计算。该项目的社区建设方面包括大学前和本科讲师。 Insprect活动的组织是为了帮助识别和建立大学前教师和本科教师之间的一系列合作。