Spatial Intelligence and Learning Center (SILC)

空间智能和学习中心(SILC)成立于2006年秋季，是三个第二批科学学习中心之一。SILC的目的是发展新的空间学习科学，并利用这一知识来改变STEM的教育实践。空间学习是获得空间知识和技能，并利用空间知识和技能促进在空间和非空间领域的学习。它为基于STEM的活动中广泛的推理技能提供了基础，从解决数学问题到设计新产品，再到理解复杂系统的图形描述。先前的研究表明，空间技能是进入STEM学科和进入STEM职业生涯的有力预测因素，空间学习的实质性改善是可能的，这种改善对STEM的成功至关重要。SILC汇集了来自空间认知和教育的多个工作领域以及来自各种传统学科(如认知科学、心理学、人工智能、语言学、教育学、STEM学科)的研究人员，将他们整合在一起，获得新的见解。SILC的研究人员正在开发一套强大的空间学习工具，将它们磨练成有效的、可部署的STEM学习教育技术和做法，包括先进的技术(例如智能教育软件)、有效的课程单元(例如小学数学)、参与性活动(例如在儿童博物馆)和空间评估工具(例如测试儿童的空间技能、测试成年人与STEM相关的空间技能)。SILC最初资助期的一些见解、工具和产品已经具备了空间学习的转型潜力。在2011-2016年的第二个也是最后一个资助期，研究和翻译活动将继续对空间学习科学进行投资，以实现这一承诺。

The Spatial Intelligence and Learning Center (SILC) was established in the fall of 2006 as one of three second-cohort Science of Learning Centers. SILC's purpose is to develop the new science of spatial learning and to use this knowledge to transform STEM educational practice. Spatial learning is the acquisition of spatial knowledge and skills, and the use of spatial knowledge and skills to facilitate learning in both spatial and non-spatial domains. It provides the foundation for a wide range of reasoning skills in STEM-based activities, from solving mathematical problems to engineering new products to understanding graphical depictions of complex systems. Previous research shows that spatial skills are a strong predictor of entry into STEM disciplines in college and into STEM careers, that substantial improvement of spatial learning is possible, and that this improvement matters to STEM success. SILC has brought together researchers from multiple lines of work on spatial cognition and education and from a variety of traditional disciplines (e. g., cognitive science, psychology, artificial intelligence, linguistics, education, STEM disciplines), integrating them to achieve new insights. SILC researchers are developing a set of powerful tools for spatial learning, honing them into effective, deployable educational techniques and practices for STEM learning, including advanced technology (e.g., intelligent educational software), effective curriculum units (e.g., in elementary school mathematics), engaging activities (e.g., in children's museums), and spatial assessment instruments (e.g., testing children's spatial skills, testing adults' STEM-relevant spatial skills). Several of the insights, tools and products from SILC's initial funding period already hold transformational potential for spatial learning. Research and translational activities in the second and last funding period, from 2011-2016, will continue the investment in the science of spatial learning, in order to allow the fulfillment of this promise.