Science Learning in Context: Student Field Investigations

9553639修补匠这个项目将大大扩大学生可以学习科学，数学和技术的背景范围，通过提供灵活的工具，帮助他们在复杂的，真实的世界中提取数据和意义。我们将带来全方位的计算机和网络工具的实验室外丰富的，自然的环境（现场，教室，学校，社区，城镇和城市）的探索，我们希望学生将发展的理解和调查策略，将持续一生。该项目将使用便携式MBL和基于客户端-服务器的无线网络-先进的技术已经开始使他们的外观和肯定是便宜，功能强大，并在五到十年内广泛使用。该技术将使学生能够进行数字期刊观察，收集各种数据，整合他人的数据，反思数据，将发现与背景信息和数据联系起来，基于这些数据开发模型，并与他人交流。使用智能提示，脚手架，各种数据表示和数据交换表格，我们希望看到更多的学生在该领域的反思和分析。这将导致更深入的学习，更好地利用时间，并可能增加观察和分析周期。为了测试这项技术的教育潜力，我们将开发一系列创新单元，采用该技术来支持有关科学测量，建模，绘图和调查的新方法。与此同时，我们将测试新的教学策略，使用这项技术来开发自然，建筑和社会环境的整体模型。教学策略将基于一个学习周期，该周期以实地调查开始和结束，但在此期间，也在实验室中使用相同的技术。使用这种方法，我们希望学生的调查更有效率，学生的调查将更加专业，由此产生的知识将不那么惰性，许多新的主题将适合学生的调查。此外，学生将更加熟悉他们的职业选择。这些结果将对广泛使用扩展的学生调查，公平，家庭学习和学校到工作的过渡的实用性产生重要影响。该项目将需要四年的时间，主要技术和课程，前两年的开发，第三年的最终设计，第四年的测试。***

9553639 Tinker This project will vastly expand the range of contexts in which students can learn science, mathematics, and technology by providing flexible tools that help them extract data and meaning in the complex, real world. We will bring a full range of computer and networking tools outside the lab for explorations of rich, natural settings (the field, classroom, school, neighborhood, town and city) where we expect students will develop understandings and investigative strategies that will last a lifetime. The project will use portable MBL and client-server based wireless networking- advanced technologies already beginning to make their appearance and certain to be inexpensive, powerful, and widely available in five to ten years. The technology will make it possible for students to make digital journal observations, gather a range of kinds of data, consolidate data from others, reflect on the data, link findings with background information and data, develop models based on these data, and communicate with others. Used with intelligent prompting, scaffolding, various data representations, and data exchange forms at their fingertips, we expect to see far more student reflection and analysis in the field. This will result in deeper learning, better use of time, and the possibility of additional cycles of observations and analysis. In order to test the educational potential of this technology, we will develop a series of innovative units that employ the technology to support new ways to teach about scientific measurement, modeling, mapping, and investigations. At the same time we will test new instructional strategies using this technology to develop holistic models of the natural, built, and social environment. The instructional strategy will be based on a learning cycle that starts and ends with field investigations, but, in between, also uses the same technology in a lab. Using this approach, we expect student inquiry to be more efficient, student i nvestigations will be more expert, the resulting knowledge will be less inert , and many new topics will be amenable to student investigation. In addition, students will become more acquainted with their vocational choices. These results will have important implications on the practicality of widespread use of extended student investigations, equity, home study, and the school-to-work transition. The project will require four years, with the primary technology and curriculum, development in the first two years, final design in the third, and a full year of testing in the fourth. ***