Engagement, Assessment & Epistemological Reconciliation in Technology Supported Learning Environments

这项研究建立在遗传学学习环境的先前研究的基础上，以考虑新的形成性评估做法和与问责导向改革相关的做法如何影响动机和学习。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(如最近国家研究委员会报告《人们如何学习》中概述的那样)。在这种背景下，不同班级的学生将被呈现给越来越明确的学习标准和越来越突出的认可或奖励，因为他们在一套形成性评估中的表现。遵循Greeno、Collins和Resnick在1996年出版的《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知晓和学习模式进行检验。当在当代课程背景下使用时，结果应该为新的和有争议的评估做法提供全面的证据。更广泛地说，整个结果将被用来比较不同的方法来协调相互竞争的认知和学习模式。预计这将有助于澄清相互竞争的观点和做法之间的关系，特别是在参与和动机方面。这一澄清对于开发一种新的实用动机模式至关重要，该模式与当代的认知和学习模式相对一致。

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.