Collaborative Research: INSTANCES: Incorporating Computational Scientific Thinking Advances into Education & Science Courses

合作研究：实例：将计算科学思维进步纳入教育

• 批准号: 1043453
• 负责人: Robert Panoff
• 金额: $ 5.4万
• 依托单位: Shodor Education Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-04-01 至 2013-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1043453&HistoricalAwards=false
• 关键词: Collaborative; Research; INSTANCES; Incorporating; Computational

Computational Science combines computer simulations and knowledge from a science discipline to solve complex problems. While a decade ago computational science was rare and found mainly in research programs, today it is recommended even for K-12 education as an effective pedagogy for teaching science, math and computer science in context. However, science and math teachers are often not prepared well for their work with computers in K-12 classrooms. They may not be able to explain what is occurring within the computer applications used by their students. The investigators are developing a new course for students who plan to be K-12 teachers, called Computational Scientific Thinking and Modeling for Teachers. The course is designed to provide practical computation integrated into the scientific problem-solving paradigm and a contextual understanding of the important of computation. This will lead to better prepared teachers, to better informed students and to broader participation in computing. The project represents a multi-institution collaboration among a computational physics educator, a science and math educator, an education foundation, a computational biologist and two community college science teachers. Course materials include online content and a collection of video-based modules. Student learning outcomes are being assessed and the results are being disseminated at national meetings for science and math teachers.

计算科学结合了计算机模拟和从科学学科的知识来解决复杂问题。 十年前的计算科学很少见，并且主要在研究计划中发现，但今天也建议K-12教育作为一种有效的教学，用于教学科学，数学和计算机科学。 但是，科学和数学老师通常无法为在K-12教室中的计算机工作做好准备。 他们可能无法解释学生使用的计算机应用程序中发生的情况。 研究人员正在为计划成为K-12教师的学生开发一门新课程，称为“计算科学思维和教师建模”。 该课程旨在提供整合到科学问题解决范式中的实用计算以及对计算重要的上下文理解。 这将导致更好的教师，更好地了解学生并更广泛地参与计算。 该项目代表了计算物理教育者，科学和数学教育者，教育基金会，计算生物学家和两名社区大学科学教师之间的多机构合作。 课程材料包括在线内容和基于视频的模块的集合。 正在评估学生学习成果，并在科学和数学教师的国家会议上传播结果。