Can an orchestration system increase collaborative, productive struggle in teaching-by-eliciting classrooms?
Can an orchestration system increase collaborative, productive struggle in teaching-by-eliciting classrooms?
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DOI：
10.1080/10494820.2019.1616567
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发表时间：
2019-05
影响因子：
5.4
通讯作者：
K. VanLehn;H. Burkhardt;Salman Cheema;Seokmin Kang;D. Pead;A. Schoenfeld;Jon Wetzel
中科院分区：
文献类型：
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作者：
K. VanLehn;H. Burkhardt;Salman Cheema;Seokmin Kang;D. Pead;A. Schoenfeld;Jon Wetzel
抽象数学通常是通过解释一个概念，然后让学生练习应用它来进行的。辅导系统可以通过监控学生的练习并提供反馈来增加这种方法的有效性。然而，数学也可以通过让学生合作解决问题来教授，这些问题会让他们发现这个想法。在这里，教师们花了大量的时间来协调合作，支持学生在彼此贡献的基础上进行富有成效的建设。我们的研究问题是：辅导技术能以某种方式使启发式教学更有效吗？利用辅导技术，我们开发了一个名为FACT的智能编排系统。当学生以小组形式解决问题时，它会就参观哪些小组和说些什么向老师提出建议。来自50多个迭代开发试验(研究1)的数据表明，与纸质课程相比，这一事实既没有增加学生的协作能力，也没有增加他们的工作效率。然而，数据也表明，当教室里只有一名老师时，那么需要拜访的小组中只有几个人可以得到一个。我们修改了FACT，将以前只发送给老师的挑衅性问题直接发送给学生。一项初步测试(研究2)表明，这个版本可能会增加富有成效的斗争，但增加合作仍然是一个尚未解决的问题。
ABSTRACT Mathematics is often taught by explaining an idea, then giving students practice in applying it. Tutoring systems can increase the effectiveness of this method by monitoring the students’ practice and giving feedback. However, math can also be taught by having students work collaboratively on problems that lead them to discover the idea. Here, teachers spend the bulk of their time orchestrating collaborations and supporting students in building productively on each other’s contributions. Our research question is: Can tutoring technology somehow make teaching-by-eliciting more effective? Using tutoring technology, we developed an intelligent orchestration system named FACT. While students solve problems in small groups, it makes recommendations to the teacher about which groups to visit and what to say. Data from over 50 iterative development trials (study 1) suggest that FACT increased neither the collaboration nor productivity of the students’ struggle compared to paper-based classes. However, the data also suggest that when there is just one teacher in the classroom, then only a few of the groups that need a visit can get one. We modified FACT to directly send students the provocative questions that it formerly sent only to teachers. A pilot test (study 2) suggests that this version may increase productive struggle, but increasing collaboration remains an unsolved problem.