The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations
The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations
复制标题
自我监控在动态可视化学习化学中的作用
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
M. Linn
中科院分区：
文献类型：
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作者：
Jennifer L. Chiu;M. Linn
本章探讨了如何帮助学生监控和规范他们对困难化学概念的学习。动态可视化可以说明复杂的，不可观察的现象，如键断裂和键形成。为了在视觉化学习中发展强大的、综合的理解，学生需要对视觉化所呈现的现象有认知上的理解。他们还需要元认知技能来决定他们是否理解了可视化，并决定何时重新审视可视化以澄清他们的解释。我们使用技术增强的科学学习（TELS）化学反应探究单元来研究综合理解的发展，该单元结合了基于网络的探究科学环境（WISE）的教学支持和来自分子工作台的动态可视化。我们的第一项研究结合了对学习和解释提示的判断，结果表明，视觉化可能无法增加新的想法，因为它们往往看起来很清晰。学生通常高估了他们对可视化的理解，而只获得了肤浅的想法。在我们的第二项研究中，我们改进了认知和元认知指导，以鼓励学生区分和反思他们的想法。结果表明，加强自我监控技能可以克服欺骗性的清晰性，并导致连贯的理解。这些研究表明，监控对复杂可视化的理解并决定何时返回可视化的元认知技能有助于综合理解的发展，并且可以通过精心设计技术增强的教学来支持。本研究使用的元认知概念包括对理解的监测和评价、元认知的调节/控制功能和元认知的自我认识功能。
This chapter explores ways to help students monitor and regulate their learning of difficult chemistry concepts. Dynamic visualizations can illustrate complex, unobservable phenomena such as bond breaking and bond formation. To develop robust, integrated understanding when learning with visualizations, students need cognitive understanding of the phenomena as represented in the visualization. They also need metacognitive skills to decide whether they understand the visualization and determine when to revisit the visualization to clarify their interpretations. We investigate the development of integrated understanding using the Technology-Enhanced Learning in Science (TELS) chemical reactions inquiry unit that combines the pedagogical support of the Web-based Inquiry Science Environment (WISE) with dynamic visualizations from Molecular Workbench. Our first study combining judgments of learning and explanation prompts revealed that visualizations may fail to add new ideas because they are often deceptively clear. Students typically overestimated their understanding of visualizations while gaining only superficial ideas. In our second study we refined both cognitive and metacognitive guidance to encourage students to distinguish and reflect upon their ideas. The results suggest that strengthening self-monitoring skills can overcome deceptive clarity and lead to coherent understanding. These studies suggest that the metacognitive skills of monitoring understanding of complex visualizations and determining when to return to the visualization contribute to the development of integrated understanding and can be supported by careful design of technology-enhanced instruction. The notion of metacognition applied in this study refers to monitoring and evaluating one’s understanding, to the regulation/control function of metacognition, and to the self-knowledge functions of metacognition.