Fostering Student Computational Thinking with Self-Regulated Learning

通过自我调节学习培养学生计算思维

• 批准号: 1842090
• 负责人: Erin Peters-Burton
• 金额: $ 345.93万
• 依托单位: George Mason University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1842090&HistoricalAwards=false
• 关键词: Fostering; Student; Computational; Thinking; Self

As a result of the powerful innovation and application of computing in STEM disciplines, the STEM+C program addresses an urgent need for real-world, interdisciplinary, and computational preparation of students from the early grades through high school (preK-12). This project will advance research and development of new transdisciplinary approaches to computational STEM teaching and learning that will integrate the fields of Computational Thinking (CT) and Self-Regulated learning (SRL) into science activities in four content areas: Earth Science, Biology, Chemistry, and Physics. The project will provide professional development (PD) for high school teachers that includes instruction on CT, SRL, and on using SPIN (Science Practices Innovation Notebook). Next, teachers will collaboratively develop lessons that infuse CT & SRL, upload the lessons into SPIN, implement those lessons in their classrooms, and then collaboratively analyze student work samples captured by SPIN. Throughout this PD process, researchers will collect multiple forms of data by observation, surveys, SPIN documents and artifacts as part an overall research plan. The research team will employ data analytics to uncover patterns and develop a CT learning progression for grades 9-12. The project proposes implementing four phases of iterative Design Research. In the Informed Exploration phase, researchers and practitioners will work together to find opportunities to teach CT through SRL processes during STEM investigations. The Enactment Phase will involve short iterative tests of design conjectures to develop and build the electronic notebook. The Local Impact phase will engage practitioners in testing the electronic notebook in their classes while researchers document teaching implementation and student learning of CT. In the Broader Impact phase, the electronic notebook will be scaled up to local high school teachers who did not participate in the project implementation. The project will develop an empirical learning progression for grades 9-12 that will provide more sophisticated explanations of CT with developmental step across grades.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.

由于计算在STEM学科中的强大创新和应用的结果，STEM+C计划迫切需要对早期到高中生到高中（PREK-12）的学生的现实，跨学科和计算准备。该项目将把新的跨学科方法的研究和开发用于计算STEM教学的新跨学科方法，这些方法将使计算思维领域（CT）和自我调节学习（SRL）（SRL）纳入四个内容领域的科学活动：地球科学，生物学，化学和物理学。该项目将为高中教师提供专业发展（PD），其中包括有关CT，SRL和使用Spin（科学实践创新笔记本）的指导。接下来，教师将共同开发将CT＆SRL注入，将课程上传到旋转，在课堂上实施这些课程的课程，然后协作分析由Spin捕获的学生工作样本。在整个PD过程中，研究人员将通过观察，调查，旋转文档和工件作为整体研究计划收集多种形式的数据。研究团队将采用数据分析来揭示模式并为9 - 12年级的CT学习进步发展。该项目建议实施迭代设计研究的四个阶段。在知情的探索阶段，研究人员和从业人员将共同努力，寻找在STEM调查期间通过SRL过程教CT的机会。制定阶段将涉及设计猜想的简短迭代测试，以开发和构建电子笔记本。当地影响阶段将吸引从业人员在课堂上测试电子笔记本，而研究人员记录了CT的教学实施和学生学习。在更广泛的影响阶段，电子笔记本将扩展到未参加项目实施的当地高中教师。该项目将针对9 - 12年级的经验学习进步，这将在整个等级的发展步骤中为CT提供更复杂的解释。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的智力优点和更广泛影响的审查标准通过评估来获得支持的。

项目成果

Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN)

基于设计的研究作为专业发展：教师参与科学实践创新笔记本（SPIN）开发的成果

• DOI: 10.1080/1046560x.2023.2242665
• 发表时间: 2023
• 期刊: Journal of Science Teacher Education
• 影响因子: 1.9
• 作者: Peters-Burton, Erin E.;Tran, Hong H.;Miller, Brittany
• 通讯作者: Miller, Brittany

Using computational thinking for data practices in high school science.

在高中科学中使用计算思维进行数据实践。

• 发表时间: 2020
• 期刊: The science teacher
• 作者: Peters-Burton, E. E.;Rich, P.;Cleary, T.;Burton, S.;Kitsantas, A.;Egan, G.;Ellsworth, J.
• 通讯作者: Ellsworth, J.

Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation

• DOI: 10.1016/j.tate.2021.103619
• 发表时间: 2022-01-07
• 期刊: TEACHING AND TEACHER EDUCATION
• 影响因子: 3.9
• 作者: Cleary, Timothy J.;Kitsantas, Anastasia;Zhang, Xiaorong
• 通讯作者: Zhang, Xiaorong

High school science teacher use of planning tools to integrate computational thinking.

高中科学老师使用规划工具来整合计算思维。

• DOI: 10.1080/1046560x.2021.1970088
• 发表时间: 2021
• 期刊: Journal of science teacher education
• 影响因子: 1.9
• 作者: Peters-Burton, E.;Rich, P.J.;Kitsantas, A.;Laclede, L.;Stehle, S.
• 通讯作者: Stehle, S.

Characteristics and Uses of SRL Microanalysis across Diverse Contexts, Tasks, and Populations: A Systematic Review

SRL 微观分析在不同背景、任务和人群中的特征和用途：系统回顾

• DOI: 10.1080/2372966x.2020.1862627
• 发表时间: 2021
• 期刊: School Psychology Review
• 影响因子: 3
• 作者: Cleary, Timothy J.;Slemp, Jackie;Reddy, Linda A.;Alperin, Alexander;Lui, Angela;Austin, Amanda;Cedar, Tori
• 通讯作者: Cedar, Tori