Workshop to Develop an Interdisciplinary Framework for Integrating Computational Thinking in K-12 Science, Mathematics, Technology, and Engineering Education; Oct. 2016-Waltham, MA

开发跨学科框架以将计算思维整合到 K-12 科学、数学、技术和工程教育中的研讨会；

基本信息

批准号：
1647018
负责人：
Joyce Malyn-Smith
金额：
$ 29.74万
依托单位：
Education Development Center
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2016
资助国家：
美国
起止时间：
2016-10-01 至 2020-03-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1647018&HistoricalAwards=false
关键词：
Workshop Develop Interdisciplinary Framework Integrating

项目摘要

The STEM+Computing (STEM+C) program seeks to advance applied research on the integration of computing and computational thinking in elementary, middle, and high school science, technology, engineering, and mathematics (STEM) education, and advance and broaden participation in computing and computationally-intensive fields. Computational thinking has traditionally been defined in the context of the discipline of computer science; however, as the other STEM fields have become more computational, computational thinking has emerged as a fundamental skill essential for students across a wide range of other STEM disciplines, such as chemistry, biochemistry, biophysics, geoscience, molecular biology, genetics, genomics, ecology, evolution, anatomy, neuroscience, applied mathematics, statistics, and modeling, simulation, and visualization, as well as some non-STEM fields (criminal justice, music, film, and animation). Given the scarcity of research defining computational thinking in the other STEM disciplines, and the equal scarcity of research on how to integrate computational thinking in the early grades through high school, there is an urgent need to bring together education researchers, K-12 practitioners, and disciplinary scientists to collaborate on the development of an evidence-based framework for defining computational thinking from an interdisciplinary perspective. A four and half day workshop will be held at the Education Development Center in Waltham, Massachusetts for participants who are studying the integration of computing and computational thinking in STEM education, to collaborate on (1) defining the specific characteristics of computational thinking as it occurs within disciplinary learning across the elementary through high school grade bands, (2) determine the appropriate grade-specific assessments of computational thinking to measure student learning, and (3) make recommendations for integrating computational thinking in pre-service teacher education. The workshop will be evaluated by an external evaluator who will observe workshop activities, conduct interviews with workshop participants and project staff, and provide a final, summative analysis of the workshop's findings to assess whether project goals and objectives have been fully implemented. The workshop will contribute unique findings on the range of pedagogies and competencies needed to effectively teach and learn interdisciplinary computational thinking in K-12, and will advance future research on learning at the intersection of computing and the other STEM disciplines, a core objective of the STEM+Computing (STEM+C) program.This STEM+C workshop studying interdisciplinary computational thinking is an 18-month effort that will be guided by a planning committee comprised of the Principal Investigators and project staff from the Education Development Center. Workshop participants will include education researchers, K-12 practitioners, disciplinary scientists, and Principal Investigators from NSF's STEM+C, ITEST, and other programs, and national thought leaders in education and computing. Participants will meet in specific grade bands (K-2, 3-5, 6-8, and 9-12), in groups organized by subject matter, and in mixed groups, to analyze the assumptions and constructs that currently undergird computational thinking in the field and in their research, and seek to identify respective skills and competencies students will need in computational thinking for STEM fields, and appropriate teacher pedagogy supporting such skills development. The project team and participants will synthesize workshop discussions and findings, and collaborate on the development of an interdisciplinary theoretical framework that will (a) describe computational thinking from an interdisciplinary perspective to progress in grade bands across the STEM curriculum, (b) convey what it means for students to think computationally within and across the STEM fields, (c) articulate grade-band recommendations for assessing students' interdisciplinary computational thinking, and (d) make recommendations for integrating computational thinking in pre-service teacher education and teacher professional development, (e) identify areas for future research on interdisciplinary computational thinking, (f) produce a landscape study of existing computational thinking assessments with a gap analysis to determine alignment of existing assessments with the workshop's framework; and (f) create working groups for disseminating workshop findings via conference papers, peer reviewed journal articles, and presentations to national STEM-education and computing stakeholders, including policymakers in states implementing computer science standards in K-12. A summative evaluation will be conducted on the workshop and its results, including field-wide assessment and peer review of the framework. The workshop will advance core objectives of the STEM+C program to evolve evidence-based approaches to the integration of computing and computational thinking in K-12 teaching and learning; innovation of approaches to assessing grade-specific computational thinking; and new teacher pedagogy integrating computational thinking.

STEM+计算（STEM+C）计划旨在提高有关计算和计算思维在小学，中学和高中科学，技术，工程和数学（STEM）教育以及进步并扩大计算和计算强度领域的参与的应用研究。传统上，计算思维是在计算机科学学科的背景下定义的。但是，随着其他茎领域的计算越来越多，计算思维已成为一项基本技能，对于各种其他茎学科的学生至关重要田野（刑事司法，音乐，电影和动画）。鉴于研究在其他STEM学科中定义计算思维的稀缺性，以及如何通过高中通过高中整合计算思维的研究的平等稀缺性，因此迫切需要将教育研究人员，K-12从业人员，纪律科学家汇集在一起，以合作从互具互相理解的计算思维的基于循证思维的循证框架。为了研究计算机和计算思维的整合，将在STEM教育中研究计算和计算思维的整合，以（1）定义计算思维的特定特征，因为它在基本学习中进行纪律学习的特定特征，以确定计算级别的衡量标准，（2）确定计算量的计算，（2）在职前教师教育中。研讨会将由外部评估者进行评估，该评估人员将观察研讨会活动，与研讨会参与者和项目人员进行访谈，并对研讨会的调查结果进行最终的总结分析，以评估项目目标和目标是否已充分实施。该研讨会将在K-12中有效地教授和学习有效教学和学习跨学科计算思维所需的教学和能力范围的独特发现，并将在计算与其他STEM学科的交叉点上进步对学习的未来研究，这是STEM+Computing（STEM+C）的核心目标。教育发展中心的主要研究人员和项目人员。研讨会的参与者将包括来自NSF的STEM+C，ITEST和其他计划的教育研究人员，K-12从业人员，纪律科学家以及主要研究人员，以及教育和计算的国家思想领袖。参与者将以特定的年级乐队（K-2、3-5、6-8和9-12）的形式与主题组织和混合群体组织的群体开会，以分析目前在现场及其研究中涉及计算思维的假设和构造，并试图确定学生在计算技能和能力方面需要对STEM Fields和适当的教师技能进行识别的技能和能力。 The project team and participants will synthesize workshop discussions and findings, and collaborate on the development of an interdisciplinary theoretical framework that will (a) describe computational thinking from an interdisciplinary perspective to progress in grade bands across the STEM curriculum, (b) convey what it means for students to think computationally within and across the STEM fields, (c) articulate grade-band recommendations for assessing students' interdisciplinary computational thinking, （d）提出建议将计算思维整合到职前教师教育和教师专业发展中，（e）确定未来研究的领域，以研究跨学科计算思维的未来研究，（f）对现有的计算思维评估进行了景观研究，并通过差距分析确定现有评估与研讨会的框架确定现有评估；（f）创建工作组，以通过会议论文，同行审查的期刊文章以及向国家茎教育和计算利益相关者进行演示，包括在K-12中实施计算机科学标准的各州的政策制定者。将对研讨会及其结果进行总结性评估，包括对框架的范围范围评估和同行评审。研讨会将促进STEM+C计划的核心目标，以进化基于证据的方法来整合K-12教学中的计算和计算思维。评估特定年级计算思维的方法的创新；和新的教师教学法整合了计算思维。