Engagement, Assessment & Epistemological Reconciliation in Technology Supported Learning Environments

本研究建立在遗传学学习环境的先前研究的基础上，考虑动机和学习如何受到新的形成性评估实践和与问责制为导向的改革相关的实践的影响。 中学生命科学教师将在符合当代学习和教学观点的课程背景下实施GenScope计算机软件（如最近国家研究理事会报告《人们如何学习》中所概述的）。 在这种背景下，不同班级的学生将获得越来越明确的学习标准，以及越来越明显的认可或奖励。 根据Greeno、柯林斯和Resnick在1996年出版的《教育心理学手册》中提出的框架，我们将使用三种相互竞争的认知学习模型来研究每个班级的参与和学习。 研究结果应提供全面的证据，新的和有争议的评估实践时，在当代课程背景。更广泛地说，整个结果集将用于比较不同的方法，以协调知识和学习的竞争模型。 预计这将有助于澄清相互竞争的观点和实践之间的关系，特别是在参与和动机方面。 这种澄清对于发展一种新的实用主义动机模型是至关重要的，这种模型与当代的认知和学习模型相对一致。

This study builds on prior research of a genetics learning environment to consider how motivation and learning are impacted by new formative assessment practices and by the practices associated with accountability-oriented reforms. Secondary life science teachers will implement the GenScope computer software within a curricular context that is consistent with contemporary views of learning and instruction (such as outlined in the recent National Research Council report, How People Learn). Within this context, students in different classes will be presented with increasingly explicit learning standards and increasingly salient recognition or \rewards for performance on a set of formative assessments. Following the framework advanced by Greeno, Collins and Resnick in the 1996 Handbook of Educational Psychology, engagement and learning in each class will be examined using three competing models of knowing & learning. The results should provide comprehensive evidence regarding new and controversial assessment practices-when employed in contemporary curricular contexts. More broadly, the entire set of results will be used to compare different approaches for reconciling competing models of knowing and learning. This is expected to help clarify the relations between competing perspectives and practices, particularly concerning engagement and the motivation. This clarification is critical for developing a new pragmatic model of motivation that is relatively consistent with contemporary models knowing and learning.