Cultivating Creativity to Integrate Computation and Science Problem Solving in Informal Learning

在非正式学习中培养创造力，将计算和科学问题解决结合起来

• 批准号: 1934087
• 负责人: H Chad Lane
• 金额: $ 53.05万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2024-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1934087&HistoricalAwards=false
• 关键词: Cultivating; Creativity; Integrate; Computation; Science

Future challenges that we face as a nation such as the growing need to optimize agricultural output and management of extreme weather conditions will demand armies of imaginative scientists and engineers, equipped with a robust understanding of the ways in which scientific and computational knowledge converge to enhance problem solving. Many of these future scientists and engineers are currently children. The goal of this project is to investigate best ways to prepare the youth to confront future science and engineering problems. A team of educational researchers, science teachers, and scientists will investigate the design of educational digital environments to promote engagement, interest, and learning in computation and science. Middle school aged learners will be presented with science problems inspired by real-world challenges that are hard to solve and particularly suited to computational solutions with creative thinking skills. Learners will be immersed in a "sandbox" virtual environment that encourages experimentation, creativity, and collaboration. By challenging learners in novel ways, the project seeks to provide learners a glimpse of the complexities of the natural world and the opportunities that lie ahead for creativity in Science, Technology, Engineering, and Math (STEM). This project is funded by the STEM + Computing (STEM+C) program that supports research and development to understand the integration of computing and computational thinking in STEM teaching and learning to prepare the current and future workforce.Over the course of two years, researchers will investigate the design of virtual scenarios and their efficacy for (1) enabling and promoting the simultaneous learning of science and computational thinking, (2) triggering interest in STEM, and (3) encouraging innovation and creativity in solving relevant and futuristic problems. Research will be conducted in afterschool and summer camp settings at three principle locations: the Champaign-Urbana Fab Lab, College of Education at the University of Illinois, Urbana-Champaign, and Western Center Academy (WCA), an innovative STEM school serving children in 6th-12th grade in Hemet, CA. Scenarios will draw from a range of different areas of STEM, including biology, ecology, agriculture, and civil engineering. Each scenario will first undergo two iterations with small groups of learners, followed by a larger scale evaluation at the end of the project focusing on the entire set of scenarios and interconnections between them. Science and computer science teachers at WCA as well as project scientific advisors will provide guidance and input at all stages focusing on key aspects of the scenarios, including fidelity of the underlying simulation models and fine-tuning the right level of difficulty. To assess computational thinking skills, relevant scientific knowledge, and interest, a mixed methods approach will be adopted. Specifically, learners will complete short surveys, knowledge assessments, and be interviewed during and after the intervention. Log file data from the simulation will allow researchers to investigate relevant learner behaviors such as what revisions learners make to their solutions and how often they experiment with different techniques. To assess creativity, researchers will identify novel aspects of solutions and scientific advisors on the project will rate different solutions for innovative potential. Participants will be invited to create showcases and capture video of their solutions for sharing with friends, family, and the public. By measuring changes in knowledge, interest, and use of a wide range of techniques throughout the experiences, research will reveal whether and to what extent the scenarios engage learners and pinpoint specific scenario properties and features that are most influential. These outcomes will lead to advancement in knowledge in best practices for informal learning. They will also inform future designs of educational simulations that foster STEM learning and better prepare learners to address critical challenges that lie ahead for the United States.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.

我们作为一个国家面临的未来挑战，例如优化农业产出和极端天气条件管理的需求日益增长，将需要大量富有想象力的科学家和工程师，他们对科学和计算知识融合以增强问题的方式有深入的了解解决。这些未来的科学家和工程师中的许多人现在都是孩子。该项目的目标是调查让年轻人做好准备应对未来科学和工程问题的最佳方法。由教育研究人员、科学教师和科学家组成的团队将研究教育数字环境的设计，以促进计算和科学的参与、兴趣和学习。中学生将面临受现实世界挑战启发的科学问题，这些问题难以解决，特别适合具有创造性思维技能的计算解决方案。学习者将沉浸在鼓励实验、创造力和协作的“沙盒”虚拟环境中。通过以新颖的方式挑战学习者，该项目旨在让学习者了解自然世界的复杂性以及科学、技术、工程和数学 (STEM) 领域创造力的机会。该项目由 STEM + 计算 (STEM+C) 计划资助，该计划支持研究和开发，以了解 STEM 教学和学习中计算和计算思维的整合，为当前和未来的劳动力做好准备。在两年的时间里，研究人员将研究虚拟场景的设计及其功效：(1) 实现和促进科学和计算思维的同步学习，(2) 激发对 STEM 的兴趣，以及 (3) 鼓励在解决相关和未来问题时的创新和创造力。研究将在三个主要地点的课后和夏令营环境中进行：厄巴纳-香槟分校实验室、伊利诺伊大学厄巴纳-香槟分校教育学院和西部中心学院 (WCA)，这是一所为以下儿童提供服务的创新 STEM 学校加州赫米特 6-12 年级学生。场景将取自 STEM 的一系列不同领域，包括生物学、生态学、农业和土木工程。每个场景将首先与小组学习者进行两次迭代，然后在项目结束时进行更大规模的评估，重点关注整个场景集以及它们之间的互连。 WCA 的科学和计算机科学教师以及项目科学顾问将在各个阶段提供指导和意见，重点关注场景的关键方面，包括底层模拟模型的保真度和微调适当的难度级别。为了评估计算思维技能、相关科学知识和兴趣，将采用混合方法。具体来说，学习者将在干预期间和之后完成简短的调查、知识评估并接受采访。模拟中的日志文件数据将使研究人员能够调查相关的学习者行为，例如学习者对他们的解决方案进行了哪些修改以及他们尝试不同技术的频率。为了评估创造力，研究人员将确定解决方案的新颖之处，项目的科学顾问将对不同解决方案的创新潜力进行评级。参与者将受邀创建展示并拍摄其解决方案的视频，以便与朋友、家人和公众分享。通过测量整个体验过程中知识、兴趣和各种技术的使用变化，研究将揭示场景是否以及在多大程度上吸引了学习者，并查明最有影响力的特定场景属性和特征。这些成果将导致非正式学习最佳实践知识的进步。他们还将为未来的教育模拟设计提供信息，以促进 STEM 学习，并帮助学习者更好地应对美国面临的严峻挑战。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优势和能力进行评估，被认为值得支持。更广泛的影响审查标准。