Concept Maps and Scripted Cooperation: Interactive Tools for Improving Science Education

本项目将考察两种交互式信息处理工具对低年级和高中生的科学教学和学习的影响。这些工具是从我们之前对技术和学术学习策略的研究中出现的：概念图，一种将信息转换为二维节点链接显示的方法，以及脚本化合作，这是一种由对等二人组协调联合处理信息的方法。这些工具将独立和互动地用于加强从专家那里提取科学知识，将这些知识呈现给学生，以及随后对所传达的信息进行处理。将编制生物学和统计学概念的专家地图，并在一系列六项实验中使用，这些实验旨在评估信息处理工具对各种科学教育成果的影响。这些实验将涉及大约660名大学一年级学生和高三学生，还将检查能力倾向X治疗的交互作用，并转移到其他学习情景。这项实验的结果将被用来进一步发展一种科学教育模式，并将作为为从业人员编写实施材料的基础。

This project will examine the impact of two interactive information processing tools on science teaching and learning at lower undergraduate and upper high school levels. These tools, which have emerged from our prior research on technical and academic learning strategies are: Concept Mapping, a method of converting information to two-dimensional node-link displays, and Scripted Cooperation, an approach to orchestrating the joint processing of information by peer dyads. These tools will be used independently and interactively to enhance the extraction of scientific knowledge from experts, the presentation of this knowledge to students, and the subsequent processing of the communicated information. Expert maps of biological and statistical concepts will be developed and used in a series of six experiments designed to assess the impact of the information processing tools on a variety of science education outcomes. These experiments, which will involve approximately 660 college freshmen and high school seniors, will also examine Aptitude X Treatment interactions and transfer to other learning situations. The results of this experimentation will be used to further develop a model of science education and will be used as a basis for developing implementation materials for practitioners.