Building Conceptual Frameworks with Synchronized Multiple Visualizations

使用同步多个可视化构建概念框架

• 批准号: 9455747
• 负责人: Joel Russell
• 金额: $ 15.39万
• 依托单位: Oakland University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-04-15 至 1998-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9455747&HistoricalAwards=false
• 关键词: Building; Conceptual; Frameworks; Synchronized; Multiple

A common dilemma of first-year college chemistry is that the needs of diverse student populations are not being met by the traditional instructor focused classroom. At College of DuPage, Oakland Community College, and Oakland University this diversity includes ethnicity, age distribution, aptitude, science background, and learning styles. In this project, classroom time is being used to help students develop conceptual understandings that incorporate the ability to view phenomena from multiple perspectives. Classroom activities stress active learning and scientific exploration. Topics and methods are used that reflect contemporary science integrated with the personal experiences and interests of students. Interactive-multimedia materials, showing synchronized multiple representations of chemical species and phenomena, are being developed and used in classrooms and by groups of students. A sense of ownership of new materials and commitment to their use is being developed by involving faculty, from all institutions, in their selection, design, development and evaluation. Student versions encourage group learning and exploration. Training workshops are aimed at assisting faculty in implementing the multimedia materials in manners that promote more active learning environments. Evaluations assess: 1) changes in classroom pedagogy, 2) achievement gains of students, and 3) changes in students' attitudes toward science. Project products will be nine multimedia modules, student versions of each module, training workshops and their support materials, assessment materials and research analyses of the effectiveness of all products.

大学化学一年级的一个常见困境是传统的以教师为中心的课堂无法满足不同学生群体的需求。 在杜佩奇学院、奥克兰社区学院和奥克兰大学，这种多样性包括种族、年龄分布、能力、科学背景和学习方式。 在这个项目中，课堂时间被用来帮助学生发展概念性理解，包括从多个角度看待现象的能力。 课堂活动强调主动学习和科学探索。 使用的主题和方法反映了当代科学与学生的个人经历和兴趣的结合。 交互式多媒体材料显示了化学物质和现象的同步多重表示，正在开发中并由学生小组在课堂上使用。 通过让所有机构的教师参与新材料的选择、设计、开发和评估，人们可以培养对新材料的主人翁意识和对其使用的承诺。 学生版本鼓励小组学习和探索。 培训研讨会旨在协助教师以促进更积极的学习环境的方式使用多媒体材料。 评估评估：1) 课堂教学法的变化，2) 学生成绩的提高，3) 学生对科学态度的变化。 项目产品将包括九个多媒体模块、每个模块的学生版本、培训研讨会及其支持材料、评估材料以及所有产品有效性的研究分析。