Technological Fluency And The Representation Of Knowledge

技术的流畅性和知识的表达

• 批准号: 9553474
• 负责人: Seymour Papert
• 金额: --
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-09-01 至 1996-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9553474&HistoricalAwards=false
• 关键词: Technological; Fluency; Representation; Knowledge

9553474 Papert This project proposes to study and foster the development of technological fluency in K-12 students. In our view, technical fluency involves not only knowing how to use technical tools, but also knowing how to construct things of significance with those tools. Technological fluency involves the ability to express, explore, and realize ideas with new technological media-and to take advantage of those media to enhance learning in other domains. The project focuses on two primary themes in the development and support of technological fluency: * Access to knowledge. How can we provide students with better access to the knowledge they need, when they need it, as they are engaged in construction activities? To serve these needs, we will develop initial versions of a constructopedia-a new kind of knowledge source in which concepts are indexed according to their uses in construction. The constructopedia is a browsable, interactive database, designed to help students build new constructions-and to help them make connections to mathematical and scientific ideas underlying those constructions. * Representations of knowledge. New media call out for new representations. The language and forms most appropriate for representing phenomenon in one medium might be quite inappropriate in another. We aim to develop new representations of scientific and mathematical knowledge that are more intuitive and concrete for students, and better suited to the nature of computational media. Our goal is not to make traditional representations of science/mathematics. We will pay special attention to "epistemological shifts"-for example, emphasizing dynamic representations over static ones, and developing new ways of casting knowledge computational terms (such as "agent-oriented" descriptions of knowledge). New representations of knowledge, and new access to knowledge, are needed in all domains, but we will focus our efforts on two domains for which our past wo rk has laid the ground: (a) the physics/mathematics of motion, and (b) systems theory concepts (such as feedback and dynamic equilibrium). We will explore and develop new representations of knowledge in these domains, and we will create "constructopedia samplers" to support student construction and learning in these domains. Each sampler will include examples, descriptions, explanations, and illustrations (including graphic animations and video clips) related to the conceptual themes. We will make our constructopedia materials available widely, both on the World Wide Wed and in CD-ROM format. We will work directly with teachers and students at a number of sites, with an increasing proportion of our effort going to sites supporting the transition from school to work, and to informal (non-school) settings. We intend to collaborate closing with user of our materials, using new information channels to accelerate and enhance the development cycle for the materials, using new information channels to accelerate and enhance the development cycle for the materials, making the development process more rapid, open, and transparent. We also plan to use new information channels to make the evaluation cycle shorter and richer. We will pay special attention to the dangers of "dilution in dissemination," exploring ways to strengthen not only the adoption of our materials but the appropriation of our ideas. ***

9553474 Papert 该项目旨在研究和促进 K-12 学生技术流畅性的发展。 In our view, technical fluency involves not only knowing how to use technical tools, but also knowing how to construct things of significance with those tools. Technological fluency involves the ability to express, explore, and realize ideas with new technological media-and to take advantage of those media to enhance learning in other domains. 该项目重点关注技术流畅性的发展和支持的两个主要主题： * 获取知识。 当学生参与建设活动时，我们如何才能让他们在需要时更好地获取所需的知识？ To serve these needs, we will develop initial versions of a constructopedia-a new kind of knowledge source in which concepts are indexed according to their uses in construction. The constructopedia is a browsable, interactive database, designed to help students build new constructions-and to help them make connections to mathematical and scientific ideas underlying those constructions. * 知识的表示。 新媒体呼唤新的表述。 在一种媒介中最适合表现现象的语言和形式在另一种媒介中可能就很不合适了。 我们的目标是开发科学和数学知识的新表示形式，对学生来说更加直观和具体，并且更适合计算媒体的性质。 我们的目标不是对科学/数学进行传统的表示。 我们将特别关注“认识论转变”——例如，强调动态表示而非静态表示，以及开发铸造知识计算术语的新方法（例如“面向主体”的知识描述）。 所有领域都需要新的知识表示和新的知识获取方式，但我们将把精力集中在我们过去的工作已奠定基础的两个领域：（a）运动的物理/数学，以及（b）系统理论概念（例如反馈和动态平衡）。 We will explore and develop new representations of knowledge in these domains, and we will create "constructopedia samplers" to support student construction and learning in these domains. Each sampler will include examples, descriptions, explanations, and illustrations (including graphic animations and video clips) related to the conceptual themes. 我们将通过万维网和 CD-ROM 格式广泛提供我们的构造百科材料。 We will work directly with teachers and students at a number of sites, with an increasing proportion of our effort going to sites supporting the transition from school to work, and to informal (non-school) settings. 我们打算与我们材料的用户紧密合作，利用新的信息渠道来加速和增强材料的开发周期，利用新的信息渠道来加速和增强材料的开发周期，使开发过程更加快速、开放和透明。 我们还计划利用新的信息渠道，让评估周期更短、更丰富。 我们将特别关注“传播稀释”的危险，探索如何加强我们的材料的采用以及我们的思想的挪用。 ***