沉淀变化:在初中天气预报中融入计算思维

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nanette I. Marcum-Dietrich, Meredith Bruozas, Rachel Becker-Klein, Emily Hoffman, Carolyn Staudt
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引用次数: 0

摘要

降水变化项目是一个为期 5 年的开发、实施和研究项目,该项目是一个为期 4 周的初中计算天气预报创新课程单元,它将学生对气象学和计算思维(CT)概念和实践的学习和使用融为一体。该项目编制了一份学生用于预测天气的计算思维技能和定义清单、计算思维评估工具和计算思维课堂观察协议。该项目从北极农村土著社区和美国东北部城市及郊区社区的 306 名八年级(13-14 岁)学生中收集了数据。该项目实现了其目标,即制定了一个有意识的教学序列,将学科科学和 CT 实践结合起来,以增加学生的科学知识,提高他们使用 CT 技能和过程的能力。结果表明,教师能够利用课程将 CT 实践融入课堂。反过来,学生也有机会在课堂讨论中练习使用这些技能,课堂观察数据证明了这一点,而学生在天气内容和 CT 技能前后评估中的表现也证明了他们对 CT 内容和实践的科学知识有了显著提高。虽然在所有环境(城市、郊区和农村原住民社区)中,学生在科学知识和 CT 技能与实践方面都有明显的统计意义上的提高,但在三种环境中,学生在 CT 技能与实践方面的提高存在明显差异,需要在不同环境中开展更多研究,以了解这种差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Precipitating Change: Integrating Computational Thinking in Middle School Weather Forecasting

Precipitating Change: Integrating Computational Thinking in Middle School Weather Forecasting

The Precipitating Change Project was a 5-year development, implementation, and research study of an innovative 4-week middle school curricular unit in computational weather forecasting that integrates students’ learning and use of meteorology and computational thinking (CT) concepts and practices. The project produced a list of CT skills and definitions that students use to predict the weather, CT assessment instruments, and a CT classroom observation protocol. Data was collected from 306 eighth grade (ages 13–14) students in rural indigenous communities in the Artic and urban and suburban Northeast communities in the USA. The project met its goal of producing an intentional instructional sequence that integrates disciplinary science and CT practices to increase students’ science knowledge and their ability to use CT skills and processes. The results indicate that teachers were able to use the curriculum to embed CT practices into the classroom. Students, in turn, had the opportunity to practice using these skills in class discussion as evidenced by the classroom observation data, and students’ science knowledge of CT content and practices significantly increased as evidenced by their performance on the weather content and CT skills pre- and post-assessments. While statistically significant gains in science knowledge and CT skills and practices were evident in all settings (urban, suburban, and rural indigenous communities), there were noticeable differences in gains in students’ CT skills and practices between the three settings and additional research is needed in a diversity of settings to understand this difference.

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来源期刊
Journal of Science Education and Technology
Journal of Science Education and Technology EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
9.40
自引率
4.50%
发文量
45
审稿时长
6-12 weeks
期刊介绍: Journal of Science Education and Technology is an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address the intersection of science education and technology with implications for improving and enhancing science education at all levels across the world. Topics covered can be categorized as disciplinary (biology, chemistry, physics, as well as some applications of computer science and engineering, including the processes of learning, teaching and teacher development), technological (hardware, software, deigned and situated environments involving applications characterized as with, through and in), and organizational (legislation, administration, implementation and teacher enhancement). Insofar as technology plays an ever-increasing role in our understanding and development of science disciplines, in the social relationships among people, information and institutions, the journal includes it as a component of science education. The journal provides a stimulating and informative variety of research papers that expand and deepen our theoretical understanding while providing practice and policy based implications in the anticipation that such high-quality work shared among a broad coalition of individuals and groups will facilitate future efforts.
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