ITR: Co-constructing Scientific Understanding by Integrating the Social and Cognitive Mechanisms of Learning Through Shared, Active Representations in Interdisciplinary Context

EIA-0219196 Eva TothAllegheny-Singer Research InstituteTitle：“ITR：通过在跨学科背景下共享、积极的代表，整合学习的社会和认知机制，共同构建科学理解。" 该项目涉及开发和测试一种有效的教学方法，用于软件支持的，共享的，积极的知识构建，可移植到不同学生经验水平的各种科学课程。该研究的重点是认知，协作和代表性指导的界面，并提请注意在所有跨学科，科学探究环境中普遍存在的问题，这些问题的中心是加强对技术和方法上合理的方式的理解，以达到代表性不足的群体，并进行跨文化，远距离合作解决问题的活动。该项目使用在单独资助下开发的软件工具，对嵌入学习社会环境中的认知变化机制进行严格的实验研究。在高中教师、大学生和高中生的参与下，该项目将有助于理解：（a）同龄人对促进学习的作用，（B）用于本地和远端对等体之间的通信的最有效的技术支持方法，以及（c）协同地-在各种技术和教学环境中以及在代表性不足的地区，有效丰富学生学习经验的指导性教学法和文化。该项目在地理上位于城市环境中，有大量少数民族和代表性不足的人口，涉及大学生、高中教师、高中学生和国际合作。该项目的成果将是一个切实可行的方法，有效的教学法，以引起积极的学习，在复杂的，跨学科的和技术驱动的环境，预计将在21世纪盛行。

EIA-0219196Eva TothAllegheny-Singer Research InstituteTitle: "ITR: Co-constucting scientific understanding by integrating the social and the cognitive mechanisms of learning through shared, active representatives in interdisciplinary context." This project involves the development and testing of an effective instructional methodology for software-supported, shared, active knowledge construction that is portable to a variety of science courses at different levels of student experience. The research focuses on the interface of cognition, collaboration and representational guidance and draws attention to issues that are universal in all interdisciplinary, scientific inquiry settings centered on enhancing understandingof technologically and methodologically sound ways to reach underrepresented groups and perform cross-cultural, collaborative problem solving activities over distances. Using software tools developed under separate funding, the project involves a rigorous experimental study of the mechanisms of cognitive change that are embedded in the social circumstances of learning. With the participation of high school teachers, college students and high school students, the project will contribute to understanding of (a)the function of peer audience to foster learning, (b)the most effective methods of technological support for communication between local and distal peers and (c) congnitively-guided pedagogies that are effective in enriching the learning experiences of students in various technological and instructional setting and in underrepresented regions and cultures. The project is geographically located in an urban setting with a large minority and under-represented population and involves college students, high school teachers, high school students and international collaboration. The outcome of the project will be a practical approach for effective pedagogies to elicit active learning in complex, interdisciplinary and technology driven environments that are expected to prevail in the 21st century.