Learning-for-use : A framework for the design of technology-supported inquiry activities
Learning-for-use : A framework for the design of technology-supported inquiry activities
复制标题
学以致用：技术支持的探究活动设计框架
DOI：
10.1002/1098-2736(200103)38:3
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发表时间：
2001
影响因子：
4.6
通讯作者：
Daniel C. Edelson
中科院分区：
文献类型：
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作者：
Daniel C. Edelson
满足雄心勃勃的内容和过程（探究）标准是科学教育改革的重要挑战，特别是因为教育工作者传统上将内容和过程视为相互竞争的优先事项。然而，在学习活动的设计中，将内容和过程结合在一起，可以增加学生对真实活动的体验，同时也可以加深对内容的理解。在本文中，我将探索技术支持的研究性学习，将其作为集成内容和过程学习的机会，使用称为“为使用而学习”模型的设计框架。“为使用而学习”模型是对学习过程的描述，可用于支持设计内容密集的、基于探究的科学学习活动。作为一个以“为用而学”模式设计的技术支持的探究单元的例子，我描述了一个名为“创造一个世界项目”的课程，在这个课程中，学生使用面向学习者的地理可视化和数据分析环境WorldWatcher进行开放式的地球科学调查。根据“为使用而学习”模型和示例，我提出了支持内容学习的探究活动设计的一般准则，强调了利用计算技术的机会。©2001 John Wiley & Sons, Inc中国科学教育学报（英文版），2001
Meeting ambitious content and process (inquiry) standards is an important challenge for science education reform particularly because educators have traditionally seen content and process as competing priorities. However, integrating content and process together in the design of learning activities offers the opportunity to increase students' experience with authentic activities while also achieving deeper content understanding. In this article, I explore technology-supported inquiry learning as an opportunity for integrating content and process learning, using a design framework called the Learning-for-Use model. The Learning-for-Use model is a description of the learning process that can be used to support the design of content-intensive, inquiry-based science learning activities. As an example of a technology-supported inquiry unit designed with the Learning-for-Use model, I describe a curriculum called the Create-a-World Project, in which students engage in open-ended Earth science investigations using WorldWatcher, a geographic visualization and data analysis environment for learners. Drawing on the Learning-for-Use model and the example, I present general guidelines for the design of inquiry activities that support content learning, highlighting opportunities to take advantage of computing technologies. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 355–385, 2001