Making Thinking Visible: Promoting Model-Building and Collaborative Discourse in W.I.S.E.

让思维可见：促进 W.I.S.E 中的模型构建和协作话语

• 批准号: 9980600
• 负责人: Janice Gobert
• 金额: $ 26.4万
• 依托单位: Concord Consortium
• 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: 2000-01-15 至 2002-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9980600&HistoricalAwards=false
• 关键词: Making; Thinking; Visible; Promoting; Model

Order to design, test, and refine rich tasks for middle and high school students in the domain of plate tectonics.The notion of making thinking visible is used in two ways. First, students will engage in drawing tasks, making their models of plate tectonic phenomena explicit and then use their models as artifacts for reiterative cycles of collaborative discourse and model-revision. Second, students will be provided with a set of prototypes of dynamic, runnable models of plate tectonic phenomena so that they can visualize dynamic, causal, and temporal processes and use this "experiential" knowledge to test, critique, and revise their models. The goal here is to promote knowledge integration and promote meta-knowledge of model-revision. Next, we will foster students' knowledge integration by helping students learn from one another in two ways. First they will engage students in collaborative discourse about the evolution of the theory of plate tectonics. Second, they will engage east and West Coast students in discourse about plate tectonic-related phenomena using intriguing questions about the geological phenomena in each geographical area. The goal is to promote students' inquiry and knowledge integration using discourse to address intriguing questions that are personally relevant.With respect to model-based learning, outcomes of this project will include: findings about students' model-based learning and reasoning, the affordances made by "visualizing" the runnable prototypes, and insight into how these processes may be different from conventional pencil and paper model-based tasks. Regarding collaborative discourse tasks, outcomes will include: the types of explanations students construct for each other and how meaning is co-constructed in collaborative discourse. Outcomes will also include findings regarding the nature of students' epistemologies of science and of scientific models, and differences between 6th and 9th grade students in terms of their epistemologies. Further outcomes will be flexible WISE units for 6th and 9th grade students who utilize model-based tasks, visualization, and collaborative discourse to promote students' understanding of the causal mechanisms underlying plate tectonics and the development of the theory of plate tectonics.

为中学生设计、测试和提炼板块构造领域的丰富任务。使思维可见的概念在两个方面使用。 首先，学生将参与绘图任务，使他们的板块构造现象的模型明确，然后使用他们的模型作为协作话语和模型修订的迭代周期的工件。 第二，学生将提供一套动态的原型，板块构造现象的可运行模型，使他们能够可视化动态，因果和时间过程，并使用这种“经验”的知识来测试，批评和修改他们的模型。 其目标是促进知识集成，促进模型修正的元知识。 接下来，我们将通过两种方式帮助学生相互学习来培养学生的知识整合。 首先，他们将让学生参与关于板块构造理论演变的协作讨论。第二，他们将使东海岸和西海岸的学生在话语板块构造相关的现象使用有趣的问题，在每个地理区域的地质现象。 在基于模型的学习方面，本项目的成果将包括：学生基于模型的学习和推理的发现，通过“可视化”可运行原型所产生的启示，以及这些过程与传统的基于铅笔和纸张模型的任务的不同之处。 关于 合作话语任务，结果将包括：学生为彼此构建的解释类型以及意义如何在合作话语中共同构建。 结果还将包括关于学生的科学和科学模型的认识论的性质，以及6日和9日年级学生在他们的认识论方面的差异的调查结果。进一步的成果将是灵活的WISE单元为6日和9日年级的学生谁利用基于模型的任务，可视化和协作的话语，以促进学生的理解的因果机制的板块构造和板块构造理论的发展。