Integrating Computational Science with Environmental Sciences Associated with Habitat Restoration and Education in New York Harbor

将计算科学与与纽约港栖息地恢复和教育相关的环境科学相结合

• 批准号: 1839656
• 负责人: Lauren Birney
• 金额: $ 249.99万
• 依托单位: Pace University New York Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-15 至 2024-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1839656&HistoricalAwards=false
• 关键词: Integrating; Computational; Science; Environmental; Sciences

As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM+Computing program seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within STEM teaching and learning in early childhood education through high school (preK-12). This project is supported by the STEM+C program and advances its mission by integrating computational thinking, data literacy, and statistical concepts with a field-based STEM curriculum model for middle school students that focuses on science fields associated with habitat monitoring and restoration. This integration will be accomplished through: (1) Expansion and further development of Restoration Hubs in and near the water of New York Harbor that support field science experiences; (2) Professional learning opportunities for teachers that feature integration of computational thinking with other STEM disciplines; (3) Development of curriculum units that promote learning of computer science and data science concepts and skills, and raise awareness of education pathways to careers in computing, data sciences, and habitat restoration sciences; and (4) A summer STEM Institute for computer science and computing.This project will augment a large-scale design and development project that is testing a model of community-based science education in an urban environment. The existing curriculum model focuses on key concepts in the geological, environmental, and biological sciences that are associated with monitoring environmental conditions and habitat restoration. This project will enhance the existing model by integrating data literacy, computational thinking and relevant statistical concepts and skills into the existing curriculum, enabling students to gain new skills and competencies associated with gathering and analyzing large amounts of field data associated with environmental monitoring and habitat restoration. Data to be analyzed range from basic water chemistry data to data associated with bacterial monitoring and environmental DNA sampling and analyses. The research associated with this project is guided by three hypotheses: (1) Teacher professional learning in data literacy, computer science, and STEM practices will positively influence student outcomes within their classrooms; (2) Teaching informed by teacher professional learning in data literacy, computer science, and science research practices, coupled with teacher and student engagement with scientists will positively influence student knowledge of computational thinking and perceptions of STEM fields and careers; and (3) The project's model of engagement, including problem-based learning, will enhance student awareness of and intent to pursue education pathways to STEM careers. A variety of measures will be used with teachers and students in treatment and comparison groups to test these hypotheses.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

随着计算已成为科学，技术，工程和数学（STEM）实践不可或缺的一部分，STEM+计算计划旨在通过在高中（PreK-12）中应用计算思维和计算活动中的计算思维和计算活动，以解决计算STEM领域的新兴挑战。 该项目得到了STEM+C计划的支持，并通过将计算思维，数据素养和统计概念与基于现场的STEM课程模型集成到中学生的基于栖息地监测和恢复相关的科学领域的基于现场的STEM课程模型。该整合将通过：（1）在支持现场科学经验的纽约港口及其附近的恢复枢纽的扩展和进一步开发； （2）为教师提供专业学习机会，这些教师将计算思维与其他STEM学科的整合在一起； （3）开发课程单元，以促进计算机科学和数据科学概念和技能的学习，并提高对计算，数据科学和栖息地恢复科学职业的教育途径的认识； （4）夏季STEM计算机科学与计算研究所。该项目将增加一个大规模的设计和开发项目，该项目正在城市环境中测试基于社区的科学教育模型。 现有的课程模型侧重于与监测环境条件和栖息地恢复相关的地质，环境和生物科学中的关键概念。该项目将通过将数据素养，计算思维和相关统计概念和技能整合到现有课程中来增强现有模型，从而使学生获得与收集和分析与环境监测和栖息地恢复相关的大量现场数据相关的新技能和能力。要分析的数据范围从基本水化学数据到与细菌监测和环境DNA采样和分析相关的数据。 与该项目相关的研究以三个假设为指导：（1）数据素养，计算机科学和STEM实践中的教师专业学习将对教室内的学生成绩产生积极影响； （2）由数据素养，计算机科学和科学研究实践的教师专业学习告知的教学，再加上教师和学生与科学家的互动，将对学生对计算思维的知识以及对STEM领域和职业的看法的认识； （3）该项目的参与模型，包括基于问题的学习，将提高学生对追求STEM职业的教育途径的认识和意图。在治疗和比较小组中，教师和学生将采取各种措施来检验这些假设。该奖项反映了NSF的法定任务，并认为使用基金会的知识分子优点和更广泛的影响评估标准，认为值得通过评估来获得支持。

项目成果

Green Job Opportunities Through the Curriculum and Community Enterprise for Restoration Science in New York City

纽约市通过恢复科学课程和社区企业提供绿色就业机会

• DOI: 10.20849/jed.v5i2.920
• 发表时间: 2021
• 期刊: Journal of Education and Development
• 作者: Birney, Lauren;McNamara, Denise M.
• 通讯作者: McNamara, Denise M.

The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project – Attaining a STEM Mindset Through Improved Technological Ability

课程和社区环境恢复科学（STEM 计算机科学）项目 — 通过提高技术能力获得 STEM 心态

• DOI: 10.5430/jct.v13n1p394
• 发表时间: 2024
• 期刊: Journal of Curriculum and Teaching
• 作者: Birney, Lauren;McNamara, Denise M.
• 通讯作者: McNamara, Denise M.

The Effect of the CCERS STEM + C Project on Information Technology Efficacy in Terms of Gender and Grade Level

CCERS STEM C 项目对性别和年级信息技术效率的影响

• DOI: 10.5430/jct.v12n3p81
• 发表时间: 2023
• 期刊: Journal of Curriculum and Teaching
• 作者: Birney, Lauren;McNamara, Denise M.
• 通讯作者: McNamara, Denise M.

The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum: ITEST Program Impacts on NYC School Student Scientific Identity

十亿牡蛎项目和课程以及恢复科学课程的社区企业：ITEST 计划对纽约市学校学生科学身份的影响

• DOI: 10.5430/jct.v12n4p125
• 发表时间: 2023
• 期刊: Journal of Curriculum and Teaching
• 作者: Birney, Lauren B.;Evans, Brian R.;Solanki, Vibhakumari;Mojica, Elmer-Rico;Scharff, Christelle;Kong, Joyce
• 通讯作者: Kong, Joyce

Students’ Self-Efficacy and Confidence in Technological Abilities Resulting from Participation in “The Curriculum and Community Environmental Restoration Science (STEM + Computer Science)”

学生通过参与“课程和社区环境恢复科学（STEM 计算机科学）”获得的自我效能感和对技术能力的信心

• DOI: 10.5430/jct.v13n1p24
• 发表时间: 2024
• 期刊: Journal of Curriculum and Teaching
• 作者: Birney, Lauren;McNamara, Denise M.
• 通讯作者: McNamara, Denise M.