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

为了在板块构造学领域为初高中学生设计、测试和完善丰富的任务。使思维可见的概念有两种用法。首先，学生将参与绘制任务，使他们的板块构造现象模型明确，然后使用他们的模型作为重复循环的协作话语和模型修订的人工制品。其次，学生将获得一组动态的、可运行的板块构造现象模型的原型，以便他们能够可视化动态的、因果的和时间的过程，并使用这些“经验”知识来测试、批评和修改他们的模型。这里的目标是促进知识整合和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，促进学生的知识整合。首先，他们将让学生参与关于板块构造理论演变的合作讨论。其次，他们将通过对每个地理区域的地质现象提出有趣的问题，让东海岸和西海岸的学生参与关于板块构造相关现象的讨论。目标是促进学生的探究和知识整合，使用话语来解决与个人相关的有趣问题。关于基于模型的学习，这个项目的成果将包括：关于学生基于模型的学习和推理的发现，通过“可视化”可运行的原型所产生的启示，以及对这些过程与传统的基于铅笔和纸模型的任务有何不同的见解。关于协作语篇任务，结果将包括：学生为彼此构建的解释类型以及在协作语篇中如何共同构建意义。结果还将包括关于学生的科学认识论和科学模型的性质的发现，以及六年级和九年级学生在认识论方面的差异。进一步的成果将是为六年级和九年级的学生提供灵活的WISE单元，他们利用基于模型的任务，可视化和协作话语来促进学生对板块构造的因果机制和板块构造理论发展的理解。

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.