A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science
A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science
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分析认知需求和内容实践整合的框架：科学任务分析指南
DOI：
10.1002/tea.21208
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发表时间：
2015
影响因子：
4.6
通讯作者：
C. Schunn
中科院分区：
文献类型：
--
作者：
Miray Tekkumru‐Kisa;M. Stein;C. Schunn
包括美国在内的许多国家都强调培养学生的科学思维习惯和以综合方式深入思考科学思想的能力的重要性。美国最近的科学教育政策描绘了科学教学的相关愿景，旨在指导科学教师、专业开发人员和学校领导的改进工作，以及课程和评估开发人员的设计工作。为了了解这一愿景在科学课堂上的实现程度，我们将学生面临的任务视为他们在科学课堂上思考、推理和参与学科思想和实践的机会类型的代表。本文的目的是提出一个框架，从对科学学习至关重要的两个维度来分析科学任务和教学：（1）认知需求； (2)科学内容与实践的结合。我们通过对其类别的详细描述以及每个类别中科学任务的具体示例来介绍科学任务分析指南 (TAGS) 框架。我们将其与与认知需求相关的其他框架进行比较。最后，我们讨论了标签可以作为教育研究人员和从业者的有用分析工具的各种方式。 # 2015 Wiley Journals, Inc. J Res Sci Teach
Many countries, including the United States, emphasize the importance of developing students' scientific habits of mind and their capacity to think deeply about scientific ideas in an integrated fashion. Recent science education policies in the United States portray a related vision of science teaching and learning that is meant to guide the improvement efforts of science teachers, professional developers, and school leaders, as well as the design efforts of curriculum and assessment developers. To understand the extent to which this vision is being enacted in science classrooms, we consider the tasks to which students are exposed as representative of the types of opportunities that they have to think, reason, and engage in disciplinary ideas and practices in science classrooms. The purpose of this article is to advance a framework to analyze science tasks and instruction in terms of two dimensions that are critical for science learning: (1) cognitive demand; and (2) the integration of scientific content and practices. We present the Task Analysis Guide in Science (TAGS) framework through a detailed description of its categories along with concrete examples of science tasks in each category. We compare it to other frameworks related to cognitive demand. We conclude by discussing various ways in which the TAGS can serve as a helpful analytical tool for educational researchers and practitioners. # 2015 Wiley Periodicals, Inc. J Res Sci Teach
学习辩论：对四所学校的研究及其将辩论作为常见教学实践的尝试及其对学生的影响
影响因子：
4.6
作者：
Osborne J
通讯作者：
Osborne J