Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry
Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry
复制标题
为基于模型的协作探究设计基于网络的科学学习环境
DOI：
10.1007/s10956-012-9377-9
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发表时间：
2012
影响因子：
4.4
通讯作者：
C. Looi
中科院分区：
文献类型：
--
作者：
Daner Sun;C. Looi
本文追溯了名为 WiMVT（基于网络的查询器，采用建模和可视化技术）的科学学习环境的设计和开发的研究过程。 WiMVT 系统旨在帮助中学生建立对科学概念和科学探究过程的深入理解，并通过基于模型的协作探究方法培养关键的学习技能。它旨在支持协作探究、实时社交互动、渐进式建模，并为学生提供多种来源的脚手架。我们首先讨论综合 WiMVT 设计框架的理论基础，介绍系统的组件和功能，并描述 WiMVT 指令的拟议工作流程。我们还阐明了支持系统开发的研究方法。最后，简要介绍了一项试点研究的结果，以证明 WiMVT 在科学学习中实施的学习功效的潜力。提出了如何改进现有系统、完善教学策略并向研究人员、设计师和教师提供反馈的建议。这项试点研究告诉像我们这样的设计师如何缩小学习环境的预期设计与其在课堂上的实际使用之间的差距。
The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment’s intended design and its actual usage in the classroom.
日本基础科学课程中 CSCL 增强的活动结构作为知识构建
DOI：
--
发表时间：
2006
期刊：
The International Journal of Computer-Supported Collaborative Learning 1・2
影响因子：
--
作者：
OSHIMA;Jun et al.
通讯作者：
Jun et al.