Teaching scientific thinking skills: Students and computers coaching each other
Teaching scientific thinking skills: Students and computers coaching each other
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教授科学思维技能：学生和计算机互相指导
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
L. Scott
中科院分区：
文献类型：
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作者：
F. Reif;L. Scott
我们试图改善物理教学，这使我们分析了将科学原理应用于问题所需的思维过程，并认识到可靠的表现需要决策、实施和评估等基本认知功能。使用交互教学策略来明确地教授这种思维过程，我们已经开发了称为帕尔斯（学习的P_ersonal A_assistants）的计算机程序，在该程序中，计算机和学生交替地相互指导。这些计算机实现的教程使它实际可行，为学生提供个人指导和反馈，通常在大多数课程中不可用。我们专门设计了帕尔斯来教授牛顿定律的应用。在一项对比实验研究中，这些计算机辅导被发现几乎和专家老师的个别辅导一样有效，而且比在一个教得很好的物理课上提供的指导要有效得多。此外，几乎所有使用帕尔斯的学生都认为PAL对他们的学习很有帮助。这些结果表明，所提出的教学方法可以卓有成效地扩展到改善教学在各种实际的现实背景。
Our attempts to improve physics instruction have led us to analyze thought processes needed to apply scientific principles to problems—and to recognize that reliable performance requires the basic cognitive functions of deciding, implementing, and assessing. Using a reciprocal-teaching strategy to teach such thought processes explicitly, we have developed computer programs called PALs (P_ersonal A_ssistants for L_earning) in which computers and students alternately coach each other. These computer-implemented tutorials make it practically feasible to provide students with individual guidance and feedback ordinarily unavailable in most courses. We constructed PALs specifically designed to teach the application of Newton’s laws. In a comparative experimental study these computer tutorials were found to be nearly as effective as individual tutoring by expert teachers—and considerably more effective than the instruction provided in a well-taught physics class. Furthermore, almost all of the students using the PALs perceived them as very helpful to their learning. These results suggest that the proposed instructional approach could fruitfully be extended to improve instruction in various practically realistic contexts.