Technological Fluency And The Representation Of Knowledge

本项目旨在研究和促进K-12学生技术流利性的发展。在我们看来，技术流畅性不仅包括知道如何使用技术工具，还包括知道如何使用这些工具构建有意义的东西。技术流畅性包括使用新技术媒体表达、探索和实现想法的能力，以及利用这些媒体加强其他领域学习的能力。该项目侧重于发展和支持技术流畅性的两个主要主题：*获取知识。当学生从事建筑活动时，我们如何让他们更容易获得所需的知识？为了满足这些需求，我们将开发构建媒体的初始版本——一种新的知识来源，其中概念根据其在构建中的用途进行索引。constructopedia是一个可浏览的交互式数据库，旨在帮助学生构建新的结构，并帮助他们将这些结构背后的数学和科学思想联系起来。*知识的表示。新媒体呼唤新的表现形式。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非常不合适。我们的目标是开发科学和数学知识的新表示，对学生来说更直观和具体，更适合计算媒体的本质。我们的目标不是制作科学/数学的传统表示。我们将特别关注“认识论的转变”——例如，强调动态表示而不是静态表示，并开发新的方法来铸造知识计算术语（如“面向智能体”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途径，但我们将把精力集中在我们过去的工作已经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（如反馈和动态平衡）。我们将在这些领域探索和开发新的知识表示，我们将创建“构建媒体样本”来支持学生在这些领域的构建和学习。每个采样器将包括与概念主题相关的示例，描述，解释和插图（包括图形动画和视频剪辑）。我们将广泛提供我们的建筑媒体材料，包括万维网和CD-ROM格式。我们将直接与许多地点的教师和学生合作，我们的努力将越来越多地用于支持从学校到工作以及非正式（非学校）环境过渡的地点。我们打算与材料的使用者紧密合作，利用新的信息渠道加快和提高材料的开发周期，利用新的信息渠道加快和提高材料的开发周期，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，使评估周期更短、更丰富。我们将特别关注“传播稀释”的危险，探索各种方法，不仅加强对我们材料的采用，而且加强对我们思想的挪用。＊＊＊

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. ***