Advancing High School Computer Science Through Math and Science Integration

通过数学和科学的融合推进高中计算机科学

• 批准号: 1640215
• 负责人: Lucia Dettori
• 金额: $ 65.3万
• 依托单位: DePaul University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-06-15 至 2023-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640215&HistoricalAwards=false
• 关键词: Advancing; Computer; Science; Through; Math

Chicago Public Schools (CPS), through its CS4All initiative, has led the nation in K-12 Computer Science (CS) education, and has recently made CS a high school graduation requirement, starting with the 2020 graduating class. CPS is experiencing a tiered implementation of the CS graduation requirement in its high schools: the first tier of schools is integrating the Exploring Computer Science (ECS) course into their curriculum and a second tier of schools will do so by 2019. A third tier of approximately 40 schools face additional barriers (e.g., lack of resources, qualified teachers, reduced student exposure) and are resisting the transition to CS adoption. The project targets these schools by focusing on integration of computational thinking into the teaching of mathematics and science courses and will test the hypothesis that this effort will provide a 'bridge' to computer science course offerings. The effort will focus on teacher leadership and subsequent teacher development. Several curricula will be tested for integration into existing courses, for example Project GUTS (Growing up thinking scientifically) for supporting computational thinking in science courses and Bootstrap for Algebra. This approach will change school culture and attitudes towards CS and will provide a bridge for third tier schools to achieve sufficient professional development for offering the ECS course. These efforts will ultimately culminate in 100% coverage of the CS graduation requirement across the district. Through documentation and study of this effort, the project will serve as a model for other districts nationwide for integrating computational thinking into the teaching of science and mathematics and how this could support change in school culture and capacity for offering computer science courses. The project addresses core objectives of the STEM+C program to support research advancing a strong and developmental foundation in computing and computational thinking in preK-12 science, technology, engineering, or mathematics (STEM) teaching and learning and the applied integration of STEM content in preK-12 computer science education. In this proposal the research questions involve: 1) understanding whether integration of CS into math and science, coupled with teacher leadership professional development and coaching, can support the formation of a school-level community around computational thinking; 2) understanding how a strong Professional Learning Community (PLC) around computational thinking might facilitate implementation of a CS course; and 3) understanding the extent to which high school students proficiency will be impacted by CS integration. Surveys will provide insight into changes in teacher practice and perceptions. Social networks will be explored. Institutional change will be documented through detailed comparative case studies. Answers to research questions will be attained by examining student learning outcomes, teaching practice, teacher social networks, and professional learning opportunities. The breadth of data gathered through multiple tools will be used to examine the relationship between the approach and student learning outcomes. Case studies of 12 teachers leaders will provide insight into the ways in which teacher interactions influence uptake of CS.

芝加哥公立学校（CPS）通过其CS4ALL倡议，领导了K-12计算机科学（CS）教育，并最近从2020年毕业班开始使CS成为高中毕业的要求。 CPS is experiencing a tiered implementation of the CS graduation requirement in its high schools: the first tier of schools is integrating the Exploring Computer Science (ECS) course into their curriculum and a second tier of schools will do so by 2019. A third tier of approximately 40 schools face additional barriers (e.g., lack of resources, qualified teachers, reduced student exposure) and are resisting the transition to CS adoption.该项目通过专注于将计算思维整合到数学和科学课程的教学上，以实现这些学校的目标，并将检验以下假设：这项工作将为计算机科学课程提供“桥梁”。这项努力将集中于教师领导和随后的教师发展。将测试一些课程，以集成在现有课程中，例如，胆量（科学思考），以支持科学课程中的计算思维，并为代数支持Bootstrap。这种方法将改变学校文化和对CS的态度，并为第三层学校提供一座桥梁，以实现足够的专业发展来提供ECS课程。这些努力最终将最终达到100％对整个地区CS毕业要求的覆盖范围。通过对这项工作的文档和研究，该项目将成为全国其他地区的模型，以将计算思维整合到科学和数学的教学中，以及这如何支持学校文化的变化以及提供计算机科学课程的能力。该项目探讨了STEM+C计划的核心目标，以支持在PREK-12科学，技术，工程或数学或数学（STEM）教学以及PreK-12计算机科学教育中STEM含量的应用集成中，在PREK-12科学，技术，工程学或数学（STEM）中推进了强大而发展的基础。在此提案中，研究问题涉及：1）了解将CS整合到数学和科学中，再加上教师领导力的专业发展和教练，可以支持围绕计算思维的学校级社区的形成； 2）了解围绕计算思维的强大专业学习社区（PLC）如何促进CS课程的实施； 3）了解高中生的熟练程度将受到CS整合的影响。调查将洞悉教师实践和看法的变化。将探索社交网络。机构变更将通过详细的比较案例研究记录。通过检查学生的学习成果，教学实践，教师社交网络和专业学习机会，将获得研究问题的答案。通过多种工具收集的数据的广度将用于检查方法与学生学习成果之间的关系。 12位教师领导者的案例研究将洞悉教师互动影响CS的吸收方式。

项目成果

Does a Computer Science Graduation Requirement Contribute to Increased Enrollment in Advanced Computer Science Coursework?

计算机科学毕业要求是否有助于增加高级计算机科学课程的入学人数？

• DOI: 10.1109/respect49803.2020.9272493
• 发表时间: 2020
• 期刊: and Technology (RESPECT
• 作者: McGee, Steven;McGee-Tekula, Randi;Duck, Jennifer;Dettori, Lucia;Greenberg, Ronald I.;Rasmussen, Andrew M.;Wheeler, Erica;Shelton, Adam
• 通讯作者: Shelton, Adam

Assessing computational thinking: an overview of the field

评估计算思维：该领域概述

• DOI: 10.1080/08993408.2021.1918380
• 发表时间: 2021
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Weintrop, David;Wise Rutstein, Daisy;Bienkowski, Marie;McGee, Steven
• 通讯作者: McGee, Steven

The Changing Profile of ECS Teachers

ECS 教师形象的变化

• DOI: 10.1145/3328778.3372679
• 发表时间: 2020
• 期刊: Proceedings of the 51st SIGCSE Technical Symposium on Computer Science Education
• 作者: McGee, Steven;Dettori, Lucia;Greenberg, Ronald I.;Rasmussen, Andrew M.;Reed, Dale F.;Yanek, Don
• 通讯作者: Yanek, Don