• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Science Education and Technology >Computational Thinking Integration Patterns Along the Framework Defining Computational Thinking from a Disciplinary Perspective
【24h】

Computational Thinking Integration Patterns Along the Framework Defining Computational Thinking from a Disciplinary Perspective

机译：沿着框架的计算思维整合模式，从学科角度定义计算思维

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This paper describes analyses of the K-12 computational thinking (CT) integration activities collected at two NSF-funded workshops, "Developing an Interdisciplinary Framework for Integrating Computational Thinking in K-12 Science, Mathematics, Technology, and Engineering Education," held in August and November of 2017 at Education Development Center, Inc., in Waltham, Massachusetts. The workshops convened a working group of principal investigators, researchers, and educators from the National Science Foundation (NSF) ITEST (Innovative Technology Experiences for Students and Teachers) and STEM + C (STEM + Computing) funded projects to draft an interdisciplinary framework for integrating CT into K-12 education. The goal of this paper is to share that framework and our findings on promising learning progressions, gaps that exist in the collected set of activities, specific advances in STEM fields that were made possible through CT, and suggested ways that CT integration in K-12 can evolve to reach what the CT integration framework proposes as five "computational thinking integration elements" or "CTIEs". This framework is designed to help educators see ways to engage students in CT within disciplinary learning. The analyses and findings may benefit STEM and computing education fields by elucidating the target of CT as used within CT-integrated STEM fields.
机译：本文描述了在两个由NSF资助的研讨会上收集的K-12计算思维（CT）整合活动的分析，该研讨会“在K-12科学，数学，技术和工程教育中开发将计算思维整合的跨学科框架” 2017年8月和11月在马萨诸塞州沃尔瑟姆的教育发展中心有限公司。讲习班召集了一个由国家科学基金会（NSF）ITEST（面向学生和教师的创新技术体验）和STEM + C（STEM +计算）资助的项目的主要研究人员，研究人员和教育工作者组成的工作组，以起草一个跨学科的框架来整合CT进入K-12教育。本文的目的是分享该框架以及我们关于有前途的学习进展，所收集的活动集中存在的差距，通过CT得以实现的STEM领域的特定进展以及在CT-12中整合CT的方式的发现。可以演变为达到CT集成框架提出的五个“计算思维集成元素”或“ CTIE”的目标。该框架旨在帮助教育工作者了解在学科学习中让学生参与CT的方法。通过阐明在CT集成的STEM领域中使用的CT的目标，这些分析和发现可能有益于STEM和计算教育领域。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号