Development of Assessment Protocols for Assessing Computational Thinking in Physics and Engineering Making Activities

开发用于评估物理和工程制作活动中的计算思维的评估协议

• 批准号: 1543124
• 负责人: Roxana Hadad
• 金额: $ 89.86万
• 依托单位: Northeastern Illinois University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-10-15 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1543124&HistoricalAwards=false
• 关键词: Development; Assessment; Protocols; Assessing; Computational

Computing has become an integral part of everyday practice within modern fields of science, technology, engineering, and math (STEM). As a result, the STEM+Computing Partnerships (STEM+C) program seeks to advance new approaches to, and evidence-based understanding of, the integration of computing in STEM teaching and learning. 'Making' is an emerging movement in which kids use technological tools to create hardware and software that solves personally relevant problems, using things like programmable circuit boards, arts and craft materials, and computers. Building on a broad set of maker spaces in Chicago, the Assessing Computational Thinking in Making Activities (ACTMA) project will develop curricula and assessments to see how kids can learn physics and computation through making. Experts in educational measurement, in broadening STEM participation, and in instructing makers will work together with kids to design materials that are culturally responsive to girls, Hispanic-Americans, and African-Americans. By building and testing these curricula, the project will further our understanding of what kids are actually learning in informal maker spaces; how better to link maker activities to computer science and physics education; and will help provide actionable assessments that parents, informal educators, and researchers can use to help improve learning environments like maker spaces.The intellectual merit of this project lies in two thrusts; first, the project will help to better understand existing student practices around physics and computation, in a culturally diverse, mature set of maker-oriented informal learning environments. Qualitative analysis based on Weintrop's computational thinking framework and Lewins' generalized qualitative analysis codes will identify target curricular goals through Charmaz's grounded theory process. The second thrust will provide both iterated curricular designs and learning assessments that are culturally responsive, based on the practices and learning goals identified in the first thrust. The curriculum will be iteratively designed using youth informants to ensure cultural responsiveness and validity. The assessments will also be iteratively developed, relying on practitioner observations which can target 'moments of notice' in which an educator-friendly rubric would allow instructors to observe evidence of learning (both in the subject domain knowledge, and in computational thinking practices, aligned with emerging standards from ISTE and CSTA). An external evaluator will gauge the use and cultural sensitivity of the curriculum and assessments. The broader impacts of the project will relate to the use of the curriculum and assessments in the Center for College Access and Success partners around Chicago, and potentially its uptake in makerspaces across the country. An additional potential broader impact is increasing our ability to design and assess the success of makerspaces for STEM learning, and even broadening participation in STEM by providing learning activities that are specifically designed to appeal to a number of underrepresented groups (girls, racial minorities, and ethnic minorities.)

计算已成为现代科学，技术，工程和数学（STEM）的日常实践不可或缺的一部分。结果，STEM+计算合作伙伴关系（STEM+C）计划试图推进对STEM教学中计算整合的新方法和基于证据的理解。 “制作”是一种新兴运动，孩子使用技术工具来创建解决个人相关问题的硬件和软件，使用可编程电路板，艺术和手工艺品材料以及计算机。在芝加哥的一系列制造商空间的基础上，评估活动中的计算思维（ACTMA）项目将开发课程和评估，以了解孩子如何通过制作学习物理和计算。教育测量，扩大STEM参与以及指导制造商的专家将与孩子一起设计对女孩，西班牙裔美国人和非裔美国人的文化反应的材料。通过构建和测试这些课程，该项目将进一步了解孩子在非正式制造商空间中实际学习的知识；如何将制造商活动与计算机科学和物理教育联系起来；并将有助于提供可行的评估，使父母，非正式教育者和研究人员可以用来帮助改善诸如制造商之类的学习环境。该项目的智力优点在于两个推力；首先，该项目将有助于更好地了解物理和计算的现有学生实践，这是在文化多样，成熟的以制造商为导向的非正式学习环境中。基于Weintrop的计算思维框架和Lewins广泛的定性分析代码的定性分析将通过Charmaz的基础理论过程确定目标课程目标。第二个推力将根据第一个推力中确定的实践和学习目标提供迭代的课程设计和学习评估，这些课程设计和学习评估在文化上敏感。该课程将使用青年线人进行迭代设计，以确保文化响应能力和有效性。评估还将迭代制定，依靠从业人员的观察结果，这些观察结果可以针对“通知时刻”，其中教育者友好的标题将使教师能够观察学习的证​​据（无论是在学科领域知识中还是计算思维实践，都与ISTE和CSTA的新兴标准保持一致）。外部评估者将衡量课程和评估的使用和文化敏感性。该项目的更广泛的影响将与芝加哥各地大学访问和成功伙伴中心的课程和评估有关，并有可能在全国范围内的Makerspaces吸收。另一个潜在的更广泛的影响是提高我们设计和评估STEM学习的成功的能力，甚至通过提供专门设计的学习活动来吸引许多代表人数不足的群体（女孩，种族，种族少数群体和少数民族），从而扩大了STEM的成功。