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1.
Can research on science learning and instruction inform standards for science education? 总被引：1，自引：0，他引：1
Linn Marcia C. diSessa Andy Pea Roy D. Songer Nancy B. 《Journal of Science Education and Technology》1994,3(1):7-15
We contrast the current science education reform effort with the reforms of the 1960s and suggest how the current effort could be enhanced. We identify insights from recent research that we believe can inform the reform process, in particular, to reach all science students and also impart a cohesive view of science. We propose an alternative models view of scientific explanation and show how this view would contribute to reforms of (1) course goals, (2) social aspects of science learning, (3) instructional practices, and (4) roles for technology.This paper summarizes discussions and debates that the authors have had over the last few years. The dialogue stems, in part, from our joint participation in the American Educational Research Association Special Interest Group on Education in Science and Technology (AERA SIG:EST) leadership. This paper communicates the spirit of our thinking and does not necessarily reflect the view of SIG:EST, or any other organization.We gratefully acknowledge the support of National Science Foundation Grant MDR-9253462 in work related to this paper. We appreciate helpful comments from Eileen Lewis and the Computer as Learning Partner group.This material is based upon research supported by the National Science Foundation under grant RED-9155744. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and not necessarily reflect the views of the National Science Foundation. 相似文献
2.
This paper describes the construction and research program of the Learning Through Collaborative Visualization (CoVis) Project, a testbed for exploring science education reform with telecommunications technology. The CoVis testbed is contrasted with other forms of educational research in an “ecology of paradigms,” which argues that testbeds are in fact a new setting for research with different requirements and challenges for the researcher. Two extended examples of telecommunications research are provided as examples of the kind of research that testbeds are well suited to explore. The first example is the evolution of videoconferencing in the CoVis testbed. The second example is the design and development of a networked groupware application called the Collaboratory Notebook. 相似文献
3.
Toward a Learning Technologies knowledge network 总被引：3，自引：0，他引：3
Roy D. Pea Robert Tinker Marcia Linn Barbara Means John Bransford Jeremy Roschelle Sherry Hsi Sean Brophy Nancy Songer 《Educational technology research and development : ETR & D》1999,47(2):19-38
The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource
for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering
and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where
research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions
in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer
science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training
postdoctoral students. CILT's founding organizations are SRI International's Center for Technology in Learning, University
of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University's Learning Technology
Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of
organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production,
sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning
and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of
CILT partnership projects with many other institutions that came out of our national theme-team workshops.
Roy Pea, of SRI International, is Director of CILT.
Marcia Linn (U. California, Berkeley), John Bransford (Vanderbilt University), Barbara Means (SRI International), and Robert
Tinker (Concord Consortium), serve as CILT's coprincipal investigators.
Sherry Hsi (Ubiquitous Computing) and Sean Brophy (Technology and Assessment Models) are among the first group of CILT Postdoctoral
Fellows.
Jeremy Roschelle (SRI International) and Nancy Songer (University of Michigan) are CILT theme-team leaders.
Roy Pea and Marcia Linn would like to thank the Spencer Foundation for support during their year at the Center for Advanced
Study in the Behavioral Sciences, Stanford University, in which they developed the CILT concept with the other authors. CILT
is funded by National Science Foundation grant #CDA-9720384. Pea and Linn would also like to acknowledge contributions to
this article by the many authors of CILT partnership project proposals, and by theme-team leaders.
The authors thankfully acknowledge Donna Baranski-Walker for her many contributions to developing the CILT Industrial Alliance
Program while serving as its Director in 1998. 相似文献
4.
Working with digital video technologies, particularly advanced video tools with editing capabilities, offers new prospects for meaningful learning through design. However, it is also possible that the additional complexity of such tools does not advance learning. We compared in an experiment the design processes and learning outcomes of 24 collaborating participant pairs (dyads) using 2 contrasting types of video tools for history learning. The advanced video tool WebDIVER supported segmenting, editing, and annotating capabilities. In the contrasting condition, students used a simple video playback tool with a word processor to perform the same design task. Results indicated that the advanced video editing tool was more effective in relation to (a) fostering student understanding of the topic and acquisition of cognitive skills, (b) the quality of student design products, and (c) the efficiency of dyad interactions. The implication of our experimental findings for constructivist design-based learning is that mediating functions of video tools may be used as cognitive and social supports, for example when students learn by solving design tasks in school. 相似文献
5.
Sharon J. Derry Roy D. Pea Brigid Barron Randi A. Engle Frederick Erickson Ricki Goldman 《学习科学杂志》2013,22(1):3-53
Linking research to a compelling societal interest can build financial commitments to research, bring increased attention to findings, and grow support for scaling up impacts. Among many compelling societal interests that learning scientists can cite—such as increasing the quality of life, preparing citizens to make decisions in a complex world, and enhancing social cohesion among a diverse population—economic competitiveness is a compelling societal interest that resonates broadly among stakeholders. Indeed, it is now somewhat common to introduce learning sciences research, as in the Cambridge Handbook of the Learning Sciences and the U.S. National Education Technology Plan, by citing economic rationales. Despite the utility of evoking a potential link between learning research and economic competitiveness in the minds of broader audiences, learning scientists engage in rather little critical discussion of whether such links are meaningful and empirically sound within their own programs of research. This article seeks both to problematize conventional wisdom about links between learning sciences research and economic growth and to suggest possible directions for future research aimed at discovering stronger links. Because the issues are complex, we do not reach firm conclusions. Rather, this article seeks to spark a discussion within the field. 相似文献
6.
Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this article, we describe 5 significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. We present a design history covering 4 generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them. 相似文献
7.
Miriam Reiner Roy D. Pea Daniel J. Shulman 《Journal of Science Education and Technology》1995,4(3):199-226
We examine the conceptual development resulting from an instructional experiment with an interactive learning environment in geometrical optics for introductory high school physics. How did teaching-learning processes come to change the ways in which students depicted various everyday optical situations in paper and pencil graphical representations? We view conceptual development as a process resulting in part from increasingly aligning one's practices to a target community by means of participating in a community of practice that uses the target concepts. For formal science learning, this participation requires changes in concepts, epistemological attitude, and in the development and use of representational tools, including diagrams and technical language, as a means of communication. Results of our instructional experiment indicated that students went through major conceptual developments as reflected in the diagrams they constructed and supported by other representational tools and as judged in terms of several perspectives: in identifying the formation of shadows and images, in recognizing the eye as a participating factpr in the optical system, and in changing the types of justifications they provided in their optical reasoning from presuppositional to causal. 相似文献
8.
Gordin Douglas N. Polman Joseph L. Pea Roy D. 《Journal of Science Education and Technology》1994,3(4):203-226
Journal of Science Education and Technology - This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school... 相似文献
9.
Socializing the knowledge transfer problem 总被引：1，自引：0，他引：1
A central issue in acquiring knowledge is its appropriate transfer beyond the contexts and contents of first acquisition. In contrast to dominant “common elements” transfer theory, an interpretive perspective is developed, according to which “appropriate transfer” is a concept socioculturally rather than objectively defined. “Elements” perceived by the thinker as common between the current and a prior situation are not given in the nature of things but “read” in terms of the thinker's culturally-influenced categorization system, of problem types. A synthesis of cognitive research findings identifies specific features of thinking-skills instruction effective for promoting transfer. These include learning about and practicing knowledge application in multiple contexts of use, constructively participating in bridging instruction across school and nonschool problem situations, thinking and self-management skills taught within domains, and synergistic integration of the learning of different subjects. Recommendations are made for developing new learning technologies that build upon these conditions for enhancing knowledge transfer. 相似文献
10.
This article presents a designed learning environment intended to engage students in learning about the relationships among multiple representations as they work together on a shared task. Over the course of several extended problem-solving sessions, groups developed several successive alignments of participants and representations as they learned to solve increasingly difficult tasks. Our findings highlight the emergent and often unexpected meanings that learners established for representational tools as their groups reorganized into increasingly effective problem-solving ensembles. Our findings echo those of prior research regarding learners' considerable competence and creativity in interpreting and applying distributed representational tools, as well as the careful coordination among learners involved in establishing and acting on those interpretations. Challenges in this design space include instances in our data where students capitalized on connections among representations without really trying to understand those connections, temporarily undermined the distributed character of the representations, and worked more efficiently by reducing the number of participants actively involved in breaking codes. Our findings indicate that managing these challenges requires presenting groups with regular opportunities to reconsider and reorganize their roles, and to experiment with different meanings and uses of flexible tools in the context of tasks with carefully sequenced levels of difficulty. 相似文献