Topic outline

  •     本课程面向硕士和博士研究生,聚焦K12阶段的CT-STEM教育(Computational thinking-STEM),主要研读教育技术领域国际顶级期刊Computers & EducationInternational Journal of STEM Education、British Journal of Educational Technology、Computer Assisted Language Learning、Educational Technology Research and Development等发表的相关最新文章。本课程目标是掌握国际STEM教育领域高水平研究的研究范式和写作方法,包括研究问题的提出,理论框架的构建,研究方法的设计,研究数据的分析,研究结果的讨论,以及研究结论的描述等等。在本课程学习中,学生需要每周独立阅读指定文献。

    • 2020年春,完全在线模式:学生每周独立阅读指定文献,并完成在论坛中的讨论与交流。师生互动以每周3上午1-2节的QQ会议研讨为主,学生间互动以论坛异步交流为主。学生每两周研读一篇文献,一学期共研读9篇外文文献。课程内容相对比较宽泛,以教育技术前沿文献为主。
    • 2021年春,完全面对面:学生每2-3周研读一篇文献,一学期共研读7篇英文文献。以教师系统讲解为主。授课内容逐步聚焦STEM教育领域。
    • 2022年春,面对面+在线模式:计划教师讲解与学生研读相结合,每周一篇STEM研究文献,共计18篇。
    • 单元1 计算思维教育专题

      1. 文献综述法:Israel-Fishelson, R. & Hershkovitz, A. (2022).   Studying interrelations of computational thinking and creativity: A scoping review (2011–2020)Computers & Education, 176,
      2. 元分析法:Lai. X. et al. (2021). Collaborative versus individual problem solving in computational thinking through programming: A meta-analysisBritish Journal of Educational Technology,
      3. 元分析法:Sun, L. , Hu, L. , & Zhou, D. . (2021). Which way of design programming activities is more effective to promote k students' computational thinking skills? A meta-analysis. Journal of Computer Assisted Learning,37(4).
      4. 准实验研究法:Olmo-Muoz, J. D.  et al. (2020) . Computational thinking through unplugged activities in early years of primary educationComputers & Education, 150.
      5. 准实验研究:Kwon, K., Ottenbreit-Leftwich, A.T., Brush, T.A. et al. (2021). Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes. Educational Technology Research and Development, 69, 2761–2787.
      6. 准实验研究:Jiang, S., & Wong, G.K.W. (2022). Exploring age and gender differences of computational thinkers in primary school: A developmental perspective. Journal of Computer Assisted Learning, 1,(38),60-75.
      7. 准实验研究:Zhao,L. et al. (2022). Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning. Computers & Education. 104445.
      8. 实验研究:Sigayret, K. et al. (2022). Unplugged or plugged-in programming learning: A comparative experimental study. Computers & Education,
      9. 聚类分析法:Jiang, B., Zhao, W., Gu, X. et al. (2021). Understanding the relationship between computational thinking and computational participation: a case study from Scratch online community. Education Tech Research Dev ,69, 2399–2421.
      10. 调查研究:Sun L.H., Hu, L.L.,& Zhou, D.H. (2022).Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience. Computers & Education,181.
    • 单元2 机器人和创客教育专题

      1. 准实验研究:Socratous, C., Ioannou, A. (2021). Structured or unstructured educational robotics curriculum? A study of debugging in block-based programming. Education Tech Research Dev 69, 3081–3100.
      2. 准实验研究:Zhong, BC., & Xia LY. (2022). Effects of new coopetition designs on learning performance in robotics education. Journal of Computer Assisted Learning. 1,(38).
      3. 准实验研究: Sisman,B., Kucuk, S., & Ozcan,  N. (2022).   Collaborative behavioural patterns of elementary school students working on a robotics projectJournal of Computer Assisted Learning,
      4. 准实验研究:Chang, D., Hwang, GJ., Chang, SC. et al. (2021). Promoting students’cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course. Education Tech Research Dev 69, 3281–3306.
      5. 多层模型分析:Cheng, L. , Antonenko, P. D. , et al. (2020). Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students' STEM motivationComputers & Education, 103983.
      6. 准实验研究:Hu,C. , Yeh, H. , & C. N. (2020).  Enhancing STEM competence by making electronic musical pencil for non-engineering students. Computers & Education, 150.
      7. 混合研究(前后测+过程数据):Falloon, G., Forbes, A., Stevenson, M. et al. (2022). STEM in the Making? Investigating STEM Learning in Junior School MakerspacesResearch in Science Education, 52, 511–537.
      8. 量表研发(2阶段):Timotheou, S., Ioannou, A. (2021).  Learning and innovation skills in making contexts: a comprehensive analytical framework and coding scheme. Education Tech Research Dev 69, 3179–3207.
    • 单元3 拓展阅读

        1. 准实验研究:Petrie, P. (2022). Programming music with Sonic Pi promotes positive attitudes for beginners.  Computers & Education,179, 104409.
        2. 准实验研究:Žanko, Ž.,  Mladenović,M., & Krpan,D. (2022). Analysis of school students' misconceptions about basic programming concepts. Journal of Computer Assisted Learning,38,(3).
        3. 探索性研究(单组-质性+量化):Sun, M. et al. (2022). How do students generate ideas together in scientific creativity tasks through computer-based mind mapping. Computers & Education, 176.
        4. 等级线性模型:Awuor, N. O. et al. (2022).  Teamwork competency and satisfaction in online group project-based engineering course: The cross-level moderating effect of collective efficacy and flipped instruction. Computers & Education,176.
        5. 准实验研究(三个实验组,前后测+操作日志和作品):Dasgupta, C. , Magana, A. J. , & Vieira, C. . (2019). Investigating the affordances of a CAD enabled learning environment for promoting integrated stem learning. Computers & Education, 129, 122-142