Engagement, Assessment & Epistemological Reconciliation in Technology Supported Learning Environments

参与、评估

• 批准号: 9909732
• 负责人: Daniel Hickey
• 金额: $ 44.37万
• 依托单位: Georgia State University Research Foundation, Inc.
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-03-01 至 2001-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9909732&HistoricalAwards=false
• 关键词: Engagement; Assessment; & Epistemological; Reconciliation

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.

本研究建立在先前遗传学学习环境研究的基础上，以考虑动机和学习如何受到新的形成性评估实践和与问责导向改革相关的实践的影响。中学生命科学教师将在与当代学习和教学观点一致的课程背景下实施GenScope计算机软件（如最近国家研究委员会报告《人们如何学习》中所概述的）。在这种背景下，不同班级的学生将会有越来越明确的学习标准，在一系列形成性评估中的表现将得到越来越突出的认可或奖励。按照格林诺、柯林斯和雷斯尼克在1996年《教育心理学手册》中提出的框架，每个班级的参与和学习将使用三种相互竞争的认识和学习模式进行检验。结果应提供全面的证据关于新的和有争议的评估实践-当在当代课程背景下使用。更广泛地说，整个结果集将用于比较不同的方法，以协调相互竞争的认识和学习模型。预计这将有助于澄清相互竞争的观点和实践之间的关系，特别是关于参与和动机。这种澄清对于发展一种与当代认知和学习模式相对一致的新的动机语用模型至关重要。