Fostering Student Computational Thinking with Self-Regulated Learning

通过自我调节学习培养学生计算思维

基本信息

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

项目摘要

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，STEM+C 项目满足了从低年级到高中（preK-12）学生对现实世界、跨学科和计算准备的迫切需求。该项目将推进计算 STEM 教学和学习的新跨学科方法的研究和开发，将计算思维 (CT) 和自我调节学习 (SRL) 领域整合到四个内容领域的科学活动中：地球科学、生物学、化学和物理。该项目将为高中教师提供专业发展 (PD)，包括 CT、SRL 和 SPIN（科学实践创新笔记本）的使用指导。接下来，教师将协作开发融入 CT 和 SRL 的课程，将课程上传到 SPIN，在课堂上实施这些课程，然后协作分析 SPIN 捕获的学生作业样本。在整个 PD 过程中，研究人员将通过观察、调查、SPIN 文档和工件收集多种形式的数据，作为总体研究计划的一部分。研究团队将利用数据分析来发现模式并制定 9-12 年级的 CT 学习进度。该项目建议实施迭代设计研究的四个阶段。在知情探索阶段，研究人员和从业者将共同努力，寻找在 STEM 调查期间通过 SRL 流程教授 CT 的机会。制定阶段将涉及对设计猜想的简短迭代测试，以开发和构建电子笔记本。本地影响阶段将让从业者在课堂上测试电子笔记本，同时研究人员记录 CT 的教学实施和学生学习情况。在更广泛的影响阶段，电子笔记本将扩大到未参与项目实施的当地高中教师。该项目将为 9-12 年级开发一个实证学习进程，通过跨年级的发展步骤提供对 CT 的更复杂的解释。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响进行评估，被认为值得支持审查标准。

项目成果

期刊论文数量（6）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

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。

DOI：
发表时间：
2020
期刊：
The science teacher
影响因子：
0
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 biology teachers’ integration of computational thinking into data practices to support student investigations

高中生物教师将计算思维融入数据实践以支持学生调查

DOI：
10.1002/tea.21834
发表时间：
2022
期刊：
Journal of Research in Science Teaching
影响因子：
4.6
作者：
Peters‐Burton, Erin;Rich, Peter Jacob;Kitsantas, Anastasia;Stehle, Stephanie M.;Laclede, Laura
通讯作者：
Laclede, Laura

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。