Exploratory Research on Critical Aspects of LOGO Learning A Collaborative Project with Teachers as Observers

该项目将进行为期15个月的探索性研究，以考察与有经验的标志教师合作的可行性，确定标志学习的关键方面，并制定一种方法来评估和加强小学4-6年级课堂标志学习的关键方面。首席调查员计划完成以下具体任务：1.制定一套明确的标识学习的大约十个关键方面，在4-6年级的小学课堂上，以观察为信息的发展序列。2.制定一套适合课堂教师使用的观察、数据收集和增强技术草案，用于标识学习的这些关键方面。3.制定和记录教师/研究研讨会的方法，使在职教师能够在自己的课堂上观察、加强和报告标志学习的关键方面。4.利用本项目开发的研究研讨会方法，对参与计划的教师的专业发展进行初步研究，作为制定可检验的教师提升计划的基础。5.制定一项计划，以便在下一阶段为教师编写一本关于在课堂上观察、评估和加强徽标学习的关键方面的指南，并为经验较少的徽标教师编写使用这种方法所需的任何其他教材。6.在教师发展和学生数学学习领域，制定基于这些方法的进一步研究计划。LOGO作为教与学数学(数值和几何)问题的工具的潜力是巨大的，但在小学课堂上还没有实现。这项探索性研究对教学研究计划具有很高的重要性，因为它努力产生高实用性的知识，用于开发对教师教育具有国家意义的计划和材料。由于正在开发的原型教师教育材料和战略具有国家实用的潜力，该项目由指导材料开发计划共同资助。首席调查员在教学标识方面有丰富的经验。他们完全有资格进行这个项目，并将得到一个杰出的标志研究专家小组的协助。

This project will conduct a 15-month exploratory research effort to examine the feasibility of working with experienced LOGO teachers as collaborative researchers in their own classrooms, to define critical aspects of LOGO learning, and to develop a methodology for assessing and enhancing critical aspects of LOGO learning in elementary classrooms, grades 4-6. The Principal Investigators plan to accomplish the following specific tasks: 1.To develop a well-defined set of approximately ten critical aspects of LOGO learning, articulated in developmental sequences informed by observations in elementary classrooms, grades 4 - 6. 2.To develop a draft set of observation, data collection, and enhancement techniques, suitable for use by classroom teachers, with respect to these critical aspects of LOGO learning. 3.To develop and document a methodology of teacher/research seminars designed to enable practicing teachers to observe, enhance and report on critical aspects of LOGO learning in their own classrooms. 4.To conduct a preliminary study of the professional development of participating teachers, as the basis for a testable plan for teacher enhancement, using the research seminar methodology developed by this project. 5.To develop a plan for the next phase of development of a guidebook for teachers on observing, assessing and enhancing critical aspects of LOGO learning in their classrooms, and for the development of any other educational materials needed to use this approach with less experienced LOGO teachers. 6.To develop a plan for further research based on these methods, in the areas of teacher development and student mathematical learning. The potential of LOGO as a tool for teaching and learning mathematical (numerical and geometrical) problem solving is vast but unrealized in elementary school classrooms. This exploratory research holds high salience for the Research in Teaching and Learning Program in its effort to generate knowledge of high utility for the development of programs and materials of national significance for teacher education. Because the propotype teacher education materials and strategies being developed have potential for national utility, the project is co-funded by the Instruc-tional Materials Development Program. The Principal Investigators have extensive experience with teaching LOGO. They are well-qualified to conduct this project and will be assisted by a distinguished groups of LOGO research experts.