| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | August 17, 2017 |
| Latest Amendment Date: | October 25, 2018 |
| Award Number: | 1741999 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Arlene de Strulle
adestrul@nsf.gov (703)292-5117 DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | September 1, 2017 |
| End Date: | August 31, 2022 (Estimated) |
| Total Intended Award Amount: | $846,416.00 |
| Total Awarded Amount to Date: | $846,416.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
#5 HAIRPIN DRIVE EDWARDSVILLE IL US 62026-0001 (618)650-3010 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
IL US 62026-1000 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | STEM + Computing (STEM+C) Part |
| Primary Program Source: |
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| Program Reference Code(s): | |
| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM+Computing program seeks to address emerging challenges in computational STEM areas through applied research on the integration of computational thinking (CT) and computing activities within STEM teaching and learning in early childhood education through high school. This specific project is a program for minority girls and is an Exploratory Integration STEM+C endeavor to implement and test the integration of computational thinking in an extant research-based science program for low income minority girls. The extant program is Exploring Global Challenges, which will be adapted for the integration of computational thinking in its curriculum and activities. This integrative education approach is considered an inspiring, motivating, and rigorous context for bolstering minority girls' science and computational abilities. The project will afford an opportunity to conduct research about the potential for urban education in an out-of-school programs to be a leverage points for altering students' career intentions and preparation for STEM and computationally intensive careers. This is a collaborative effort among Southern Illinois University-Edwardsville, the iBIO Institute EDUCATE Center, and the East St. Louis Christian Activity Center.
This project builds upon an extant research-based STEM program, Global Challenges and the iBIO Institute EDUCATE Center's Stellar Girls curriculum. Working with underserved third and fourth grade girls from East St. Louis, IL, the project will select one, 40-student cohort, to progress through a two-year program. Support from a team of experienced educators and students will explore global science and societal challenges that require students to find solutions for real-world, global issues while applying STEM and computational skills. Participating girls will engage in this curriculum for 10-weeks, three hours per week, and academic sessions, for four sessions over the course of two years. The project fills a gap in the literature by advancing our understanding of integrated STEM and CT curriculum as a means to foster greater knowledge and interest in science, CT, and computer sciences among urban minority girls who do not receive computer science education in their schools. Iterative design cycles integrating the voices of the girls will reveal emerging design principles that may be applied in other CT-integration initiatives. Through mixed methods research, the project will evaluate participant perceptions of the newly designed CT-integrated curriculum, as well as STEM and CT knowledge skills acquisition.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Computational thinking is the practice of looking at problems and creating solutions in ways that a computer or computer scientist would. This practice involves processes such as designing and using algorithms, recognizing patterns, thinking abstractly, decomposing complex problems into simpler parts, and working within systems. The Integrating Computational Thinking into a Minority Girls Program on Global Challenges hypothesized that introducing minority girls to STEM content integrated with computational thinking through an engaging after school program would increase these students' understanding of STEM and awareness of STEM careers. With the addition of computational thinking activities to the iBio EDUCATE Center’s Stellar Girls curriculum, students engaged in STEM using computational thinking skills to explore solutions to four global challenges--Feeding the World, Fueling the World, Healing the World, and Saving the World.
This project adapted and implemented the Stellar Girls units over two years at the Christian Activity Center in East St. Louis, Illinois, using feedback from students and instructors to refine the curriculum. Participants were thirty upper elementary girls who attended the out-of-school program. As part of the program, the girls also attended several Women in STEM events where they had the opportunity to meet and talk with local STEM professionals in an informal setting.
The project team conducted education research using interviews, activity observations, and surveys to determine the program's impacts on the participants' understanding and engagement in STEM. Researchers noted varying levels of engagement depending on topic and type of activity. Observations revealed that students often experienced a fear of failure which inhibited engagement. Activities were modified to maximize relevance and allow for a variety of possible solutions. The value of failure for learning was also emphasized and discussed with students. Interaction with STEM professionals through the Women in STEM events inspired students to ask questions about career paths and consider possibilities for their own future. Findings from this project were shared at the National Association for Research in Science Teaching 2020 Annual International Conference and at the American Society for Engineering Education annual conferences (2019 and 2020).
As a result of the research and the curriculum development process, the Integrating Computational Thinking into a Minority Girls Program on Global Challenge project recommends creating and utilizing STEM activities following these four design principles:
1. Authenticity: Provide authentic STEM/computational thinking activities.
2. Responsiveness: Provide support/scaffolding.
3. Inclusivity: Maximize student voice/mitigate fear/ensure access.
4. Transparency: Make computational thinking processes clear.
This project designed a four-unit curriculum that educators can adapt to their particular students and teaching/learning environment. There are also videos available, created during the COVID-19 pandemic, which are helpful resources for instructors and students. The activities and videos will be available for download at http://www.siuestemcenter.org.
Last Modified: 12/20/2022
Modified by: Georgia Bracey
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