Bridging the Expert-Novice Problem-Solving Gap with the GW-ACCESS Protocol

长期以来，培养解决问题的能力一直是STEM入门课程的主要教育目标之一。多年来，关于学习认知过程的教育研究已经阐明了问题解决过程的复杂性和复杂性，并确定了组织和处理必要知识所需的一些个人心理技能。本项目在SCALE-UP环境下的代数物理入门课程中开发并测试了一个易于实施的干预措施GW-ACCESS。GW-ACCESS以Marzano的《教育目标新分类法》为基础，帮助学生发展解决问题的组成部分技能，包括“分类”问题、“表示”数据、“设计”策略、“执行”解决方案、“评估”答案和“反思”学习。乔治华盛顿大学物理系和蒙哥马利社区学院之间的合作，在不同的学习环境中对该协议进行了测试。

Physics (13) Developing competency in problem solving has long been one of the primary educational objectives of introductory STEM courses. Over the years, education research in the cognitive processes of learning has elucidated the complex and intricate nature of the problem-solving procedure and has identified a number of individual mental skills needed to organize and process the requisite knowledge. This project develops and tests an easy-to-implement intervention, GW-ACCESS, in an introductory algebra-based physics course in a SCALE-UP environment. GW-ACCESS, which builds upon Marzano's New Taxonomy of Education Objectives, helps students develop the problem-solving component skills of "classifying" the problem, "representing" the data, "designing" a strategy, "executing" a solution, "evaluating" the answer, and "reflecting" on the learning. The collaboration between the physics departments at George Washington University and Montgomery Community College is providing a test of the protocol in diverse learning environments.