ITR/EHR: Augmenting Individuals: Tools for Promoting Productive Reflection in Science Learning

0218938珍妮特·L·科洛德纳佐治亚州理工学院标题：“促进科学学习中的生产性反思的工具”这个项目建立在该机构以前的成功基础上，开发了一个名为SILE的教育软件系统。该系统为小组或个人工作的学生提供组织和提示，当他们准备开展基于项目的活动时，当他们解释结果并理解整个班级讨论时。它建立在关于如何在课堂上开展活动的讨论的基础上，并提醒学生应该注意什么。该软件套件名为SILE，包括用于规划和报告几种调查活动的工具，用于报告和证明设计想法的工具，用于报告和解释设计经验的工具，以及用于在课堂上就每一种活动进行对话的工具。微笑的目的是(A)帮助学生在小组工作时提高工作效率，以及(B)提供帮助，使学生在课堂上的陈述更清晰，更容易被同龄人理解。当前项目的目标是：1)调查以下假设：相对简单的通用软件可以用来促进学生对内容和过程的复杂推理，并且相同的软件对教师有用，可以为他们提供各种提醒，帮助他们更好地促进反思推理的种类，从而导致转移(A)在以设计为基础的学习和更通用的基于项目的探究科学课堂的背景下，(B)跨越各种科学学科，(C)跨越各种年级水平，以及(D)可能在基于项目的科学之外的背景(例如，数学，(2)反复扩大已经设计和建造的软件工具的覆盖范围，使其更有能力，并使其适用于更广泛的以项目为基础的环境；(3)为生产性设计和工具的使用制定指导方针，以支持基于项目的探究课堂的规划和反思；以及(4)开发教师材料和在网上传播软件。该机构关于设计学习的经验有助于理解在基于项目的探究课堂中创造机会的来龙去脉，以获得导致持久学习的各种反思性经验。这个目前的项目将提供更多的见解和工具，可能对更广泛的教育界有价值。

0218938Janet L. KolodnerGeorgia Institute of TechnologyTitle: "Tools for Promoting Productive Reflection in Science Learning "This project builds on this institution's prior successes with an educational software system called SMILE. This system provides structuring and prompting for students working in small groups or as individuals as they are getting ready to carry out project-based activities and as they are interpreting results and making sense of whole-class discussions. It builds on discussions about the "how-to's" of carrying out activities in class and reminds students what to pay attention to. The software suite, SMILE, includes tools for planning and reporting on several kinds of investigative activities, for reporting on and justifying design ideas, for reporting on and explaining design experiences, and for carrying on conversations across classrooms about each. SMILE's intentions are (a) to help students be productive while working in small groups and (b) to provide the kind of help that will make students presentations to the class more articulate and understandable by their peers. The goals of the current project are: 1) to investigate the hypothesis that relatively simple general-purpose software can be used to promote sophisticated reasoning among students about both content and process and that that same software is useful to teachers in providing them the kinds of reminders that help them better facilitate the kinds of reflective reasoning that result in transfer (a) in the contexts of both Learning By Design and more general-purpose project-based inquiry science classrooms, (b) across a variety of science disciplines, (c) across a variety of grade levels, and (d) possibly, in project-based contexts outside of science (e.g., math, social studies), 2) to iteratively extend the reach of the software tools already designed and constructed to make them more capable and to make them applicable to a larger variety of project-based contexts, 3) to develop guidelines for productive design and use of tools in support of planning and reflection in project-based inquiry classrooms, and 4) to develop teacher materials and disseminate software on the web. This institution's experiences with Learning by Design have contributed to understanding the ins and outs of creating opportunities in the project-based inquiry classroom for the kinds of reflective experiences that lead to lasting learning. This current project will provide additional insights and tools that may be of value in the broader educational community.