Teaching for Conceptual Understanding and Self-Regulation Through Collaborative Problem Solving in Science

该项目是一个为期三年的研究合作问题 以发展学习帐户为目的的科学解决 中学生问题解决能力的培养 教学策略和材料，提高学生的 对科学的概念性理解及其自我认知能力， 解决复杂问题的方法。 第一年是 一项干预研究，调查了三种 教学条件：a）中介独立解决问题，B） 3.群体问题解决（group problem solving）; 4.群体问题解决（group problem solving）。 这 调查将在八个教室进行， 研究物质的本质和性质的一个单元。 第1年分析 数据将在第二年进行，目的是：a）评估成功与否 在各个领域取得了预期成果， 在概念理解、自我监管、 能力，以及整个社会实践的社会规范的内化。 三个条件，B）评估结果的原因， 主要通过课堂互动的微观分析，以及c） 修订教学程序。 在第三年，我们将调查 修订后的教学计划在八个实施 教室 拟议的研究将有助于研究 科学中的问题解决和概念理解， 改善教育实践，重点关注 教师和学生在“学习共同体”中共同努力。"

The project is a three year investigation of collaborative problem solving in science for the purpose of developing accounts of learning and problem solving by middle school students and developing instructional strategies and materials that improve both students' conceptual understanding of science and their capacities for self- regulation in complex problem solving situations. Year 1 is an intervention study investigating the comparative effects of three instructional conditions: a) mediated independent problem solving, b) group problem solving, and c) mediated group problem solving. This investigation will be conducted in eight classrooms as the students study a unit on the nature and properties of matter. Analyses of Year 1 data will occur in Year 2 for the purpose of: a) evaluating the success with which the desired outcomes were achieved across the various conditions in terms of conceptual understanding, self-regulatory abilities, and internalization of the social norms practiced across the three conditions, b) evaluating the reasons for the outcomes, principally through microanalysis of classroom interactions, and c) revising the instructional procedures. In Year 3, we will investigate the implementation of the revised instructional program in eight classrooms. The proposed study will contribute both to research on problem solving and conceptual understanding in science and to the improvement of educational practice, focusing on the opportunities for teachers and students to work together in "learning communities."