A General Platform for Inquiry Learning
A General Platform for Inquiry Learning
复制标题
探究性学习的通用平台
DOI：
10.1007/3-540-47987-2_69
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
Kenneth Rath
中科院分区：
文献类型：
--
作者：
B. Woolf;J. Reid;N. Stillings;M. Bruno;D. Murray;Paula Reese;A. Peterfreund;Kenneth Rath
本研究探讨了使用软件来推动高等教育向更积极的学生学习，包括探究，基于问题的学习和合作学习。活跃的学生提出自己的问题，参与假设生成，对理论进行预测和测试，参与推理并解决自己的误解。这些活动对教师提出了很高的要求，在大教室里很少被允许。我们面临的挑战是在不增加教师时间的情况下支持这种类型的探究学习。我们已经构建并评估了支持课堂探究学习的软件。该软件支持学生对现象进行推理，犯错误并监控自己的科学过程。智能辅导和发现方法引导学生在问题案例中进行探究。该软件提供了一些所需的效率，使探究式教学更广泛地提供，并加强在课堂上解决问题的活动。我们正在扩大这一模式的探究式学习跨越三个领域，几个机构和教学风格。学生的表现将被衡量，为大学课堂探究式教学的可移植性提供经验证据。我们将评估这些干预措施在每种环境中的不同影响的比较结果。
This research explores the use of software to move higher education towards more active student learning including inquiry, problem-based and cooperative learning. Active students ask their own questions, engage in hypothesis generation, make and test predictions about theories, are involved in reasoning and address their own misunderstandings. These activities place heavy demands on the faculty and are rarely allowed in large classrooms. The challenge is to support this type of inquiry learning without also adding and excessive burden to faculty time.We have built and evaluated software that supports inquiry learning in classrooms. The software supports students to reason about a phenomenon, make mistakes and monitor their own scientific processes. Intelligent tutoring and a discovery approach guide students' inquiry in problem-cases. The software provides some of the efficiency needed to make inquiry-oriented instruction more widely available and enhance problem-solving activities during classtime.We are expanding this model for inquiry-based learning across three domains, several institutions and teaching style. Student performance will be measured, providing empirical evidence for the portability of inquiry-oriented instruction for college-level classrooms. We will evaluate the comparative results concerning the differential effects of these interventions in each environment.