CoMPASS: Integrating digital text in design-based science classes

本研究旨在探讨概念的多模态表征在学生学习中的应用。概念由文本和概念图表示。该项目有两个主要目标。第一是进一步理解在设计型课堂中如何将信息文本中的概念学习与实验和实践活动相结合。通过检查教师实践的变化，学生的特点，项目的挑战和课堂文化的各个方面，使学生能够利用设计活动和使用多种电子文本的能力，在不同的背景下制定的干预措施将进行系统的研究。其次是了解学生在科学探索中使用多种文本时不断变化的表征。随着电子文本在教育环境中变得无处不在，越来越需要了解学生如何在基于项目和基于设计的教室中参与在探究教室的背景下从多个文本中学习。该项目旨在通过考虑学生使用的策略，学生的特点，如先验知识，元认知意识，他们的小组互动以及这些导航和学习的关系来检查学生的学习轨迹。该方法包括严格的分析工具，系统地研究干预措施在课堂环境中的制定，重点是课堂动态和顺序。然后，重点将转移到教师的做法，随后放大学生的知识表示。结果将有助于（i）科学知识基础的信息资源整合到动手科学活动（ii）增加学生如何处理多个文本的理解，从而有利于研究人员使用超文本和超媒体系统和数字图书馆（iii）生成一套教学指导方针的信息资源整合在科学探究。这些将是对扩大K-12科学教育项目的重要贡献。干预措施将在四所中学的不同地理、种族和社会经济领域进行：（a）康涅狄格州的一所农村学校;（B）康涅狄格州的一所学业和经济困难的学校;（c）威斯康星州的一所城市学校;（d）威斯康星州的一所郊区学校。这些网站中的每一个都将提供学生准备和动机的自然变化，教师在该主题中的专业知识，以及个人的课堂动态。在5年项目的每一年中，对影响学习的因素的研究将导致一套设计原则，然后可以应用于其他环境。

This project investigates the use of multimodal representations of concepts in student learning. The concepts are represented by text and by concept maps. The project has two major goals. First is to further the understanding of integrating the conceptual learning from informational text with the experimental and hands-on activities in a design based classes. The enactment of the intervention across different contexts will; be systematically studied by examining the variations in teacher practices, student characteristics, project challenges and aspects of classroom culture that enable students to take advantage of the capabilities of both design activities and the use of the multiple electronic texts. Second is to understand student's changing representations as they use multiple texts in their science explorations. As electronic texts become ubiquitous in educational settings, there is an increasing need to understand how students in project-based and design-based classrooms engage in learning from multiple texts in the context of an inquiry classroom. This project aims to examine student's learning trajectories by taking into consideration the strategies that students use, student characteristics such as prior knowledge, metacognitive awareness, their group interactions and the relationships of these to navigation and learning. The methodology includes rigorous analytical tools systematically studying the enactment of the intervention in a classroom context starting with a focus on classroom dynamics and sequencing. The focus will then move to teacher practices subsequently zooming in on student's knowledge representations. The results will contribute to (i) the scientific knowledge base on integrating informational resources into hands-on science activities (ii) increase an understanding of how students process multiple texts thereby benefiting researchers using hypertext and hypermedia systems and digital libraries (iii) generate a set of pedagogical guidelines for integration of informational resources in scientific inquiry. These will be important contributions to scaling up projects addressing K-12 science education. The intervention will take place in four middle school settings, across different geographical, ethnic, and socioeconomic areas: (a) a rural school in Connecticut; (b) an academically and economically challenged school in Connecticut; (c) an urban school in Wisconsin; and (d) a suburban school also in Wisconsin. Each of these sites will provide natural variability in student preparation and motivation, teacher expertise in the topic, and individual classroom dynamics. During each year of the 5-year project, a study of the factors affecting learning will lead to a set of design principles that can then be applied in other contexts.