PIs: Roy Pea, Stephen Cooper Stanford University Award Details Stanford University proposes to develop and evaluate a proof-of-concept online middle school course (with a teacher version as well) that adapts concepts from the Exploring Computer Science (ECS) curriculum, specifically algorithmic thinking and introductory programming. The project will: (1) Design and deploy an online six-week “Foundations […]
Tag Archives: Computational thinking
EAGER: Collaborative Research: Democratizing the Teaching of Parallel Computing Concepts
PIs: Wuchun Feng, Eli Tilevich, Virginia Tech (Award Details) Jennifer Chiu, University of Virginia (Award Details) A study by the U.S. Council of Competitiveness reports that 97% of U.S. businesses rely on the innovative use of high-performance parallel computing (HPC) to maintain their competitive advantage in the global economy. Furthermore, the ubiquity of multi- and […]
EXP: Macro Data for Micro Learning: Developing FUN! for Automated Assessment of Computational Thinking in Scratch
PIs: Deborah Fields, Taylor Martin Utah State University Award Details This Cyberlearning: Transforming Education Exploration Project is designed to advance understanding of how to personalize feedback and advice to learners as they engage in exploratory and creative activities in constructionist technology-enhanced learning environments. During such activities, learners often engage in programming (using, e.g., Scratch, Alice) […]
EXP: CTSiM: Fostering Computational Thinking in Middle Schools through Scientific Modeling and Simulation
PIs: Gautam Biswas, Douglas Clark, Pratim Sengupta Vanderbilt University Award Details This project’s investigation is at the nexus between scientific thinking, computational thinking, modeling as an investigative endeavor, and visual programming tools. The PIs are infusing middle-school science with efforts to promote computational thinking, doing that through making modeling a more significant part of science […]
EXP: SiMSAM: Bridging Student, Scientific, and Mathematical Models with Expressive Technologies
PIs: Michelle Wilkerson-Jerde, Brian Gravel Tufts University Award Details The purpose of this project is to shed light on two important questions in science education and cyberlearning: (1) How can we study and support the ways in which students learn to use simulation and data analysis technologies as tools of scientific discourse? (2) What is […]