A Networked Question-Posing and Peer Assessment Learning System: A Cognitive Enhancing Tool
A Networked Question-Posing and Peer Assessment Learning System: A Cognitive Enhancing Tool
复制标题
网络提问和同伴评估学习系统：认知增强工具
DOI：
10.2190/2rng-wm2b-xevm-4ep3
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
T. Chan
中科院分区：
文献类型：
--
作者：
Fu;Yu;T. Chan
从建构主义和认知心理学的角度，描述了一种网络学习系统，使学生能够通过同伴提出问题，并通过同伴进行评估、查看和回答。对52名六年级学生进行了一项研究，考察了该系统的学习潜力和设计特点。总体而言，学生对系统的界面设计和在提升他们在内容领域的认知能力方面的潜力给予了好评。调查问卷、开放式问题和课堂观察进一步表明，通过在学习过程中扮演提问者、评价者、观察者、改编者和答案的角色，学生似乎积极地参与到学习过程中，通过构建和重构他们对周围信息世界的自己的解释，这有助于理解和认知发展。并对今后的研究提出了建议。
In light of constructivism and cognitive psychology, a networked learning system enabling students to pose questions that are assessed, viewed, and answered via peers, is described in the article. A study examining the system's learning potentials and design features was conducted with 52 sixth graders. Overall, students rated favorably on the system's interface design and potentials in promoting their cognitive capability in the content domain. Questionnaires, open-ended questions, and classroom observations further revealed that via playing the roles of question-posers, assessors, viewers, adapters, and answers at various points during the process, students seemed to actively engage in the learning process by constructing and re-constructing their own interpretations of the world of information around them, which was facilitative for understanding and cognitive development. Suggestions for future studies were offered.