Promoting Reflective Inquiry in Knowledge-Rich Investigation Environments

雷泽9720377 在这个为期36个月的项目中，PI开发了一个反思性探究的教学模型，包括对认知策略的描述，这些策略包括科学探究中的反思活动及其教学原则。该项目还开发软件和课程，使调查和评估这种教学模式在现实世界的教室。该教学模式考虑了以下因素：反思的认知策略，策略使用的时机和启动，以及支持反思的信念。它提供了一个框架，通过社会结构、工具和工件来设计对反射的支持。该模型被用来指导一个名为“进展组合”的调查支持环境的设计，该环境将与第三方调查软件一起工作。进度档案袋通过给学生提供将他们的工作产品和过程转化为明确的反思对象的机制，为反思提供支持。正在进行的软件和课程的实证研究将导致软件和课程设计的改进和教学模式的完善。

9720377 Reiser In this 36 month project, the PIs develop an Instructional model of reflective inquiry, including a description of the cognitive strategies that comprise reflective activity in scientific inquire and principles for their instruction. The project also develops software and curriculum that will enable the investigation and evaluation of this instructional model in real-world classrooms. The instructional model accounts for the following elements: cognitive strategies for reflection, strategic timing and initiation of strategy use, and beliefs that support reflection. It provides a framework for designing supports for reflection through social structures, tools, and artifacts. The model is used to guide the design of an inquiry-support environment called the Progress Portfolio, which will work in conjunction with third-party investigation software. The Progress Portfolio provides support for reflection by giving students mechanisms for turning their work products and processes into explicit objects for reflection. Ongoing empirical studies with the software and curriculum will lead to improvements in the design of the software and curriculum and refinement of the instructional model.