CRII: Cyberlearning: Connecting Web Annotations and Progressive Online Discourse in Science Classrooms

研究人员、教师和课程专家不断寻求提高学校科学水平的方法。这个CRII项目旨在通过与公共科学话语的更深层次的联系，使学校科学与现实世界的科学更紧密地结合在一起。PI和他的团队将利用最新的Open Web技术来建立一个平台，以改变课堂上与更广阔的网络空间的科学参与。在这个平台提供的各种理论驱动的支持下，学生们将共同努力，以知识构建的模式为基础，建立对开放网络的科学理解。该项目将产生设计创新，使学生能够：在复杂的网络空间中导航，并协作理解现实世界的问题；处理学校墙壁之外的复杂科学思想景观；以及从事与现实世界实验室相似的复杂科学实践。该项目将有助于实现2014-2018年国家科学基金会战略计划中强调的培养一支称职的科学队伍和具有科学素养的公民的目标。在这个项目中，PI还将帮助教师专业发展活动，组织设计和研究工作坊，并指导来自不同背景的新兴学者。该项目将遵循以设计为基础的研究方法，开发一个技术原型，开放网络上的渐进话语(ProDow)，通过协作的社会注释在现有知识构建环境和开放网络中架起话语桥梁。这项工作的基础是几十年来对循序渐进的知识构建话语、对学生如何学习科学的理解以及最新的网络技术的研究。研究目标包括：(A)确定ProDow的设计原则和软件架构；(B)探索学生使用ProDow进行进步的科学知识建设讨论；以及(C)确定ProDow是否以及在何种条件下可以支持科学学习。通过科学课堂中的设计探究和实证调查，该项目将通过提供支持协作学习的新手段，为网络学习研究做出贡献。通过与教师和研究人员的一系列参与性设计研讨会，将开发设计解决方案和功能原型。实证调查将在明尼阿波利斯一所高中的科学教室进行，该高中的学生群体在种族和经济上都不同。将收集课堂观察、访谈和系统日志，以调查学生如何利用社会注释来维持他们的科学话语。该项目将产生三个主要研究成果：(A)将社会注释纳入科学课堂群体知识建设的设计原则；(B)高中生在进步的科学探究中使用社会注释的经验知识；以及(C)创建一个新的技术原型ProDow，它体现了本次调查的设计原则和实证结果。

Researchers, teachers, and curriculum experts continually seek ways to improve school science. This CRII project aims to bring school science into closer alignment with real-world science through deeper connections to public scientific discourse. The PI and his team will harness recent Open Web technologies to build a platform to transform scientific engagement in classrooms with the broader cyberspace. With various theory-driven supports provided by this platform, students will work collectively to build scientific understanding on the Open Web based upon a model of knowledge building. The project will produce design innovations that enable students to: navigate complex Web spaces and make sense of real-world problems collaboratively; deal with complex scientific idea landscapes beyond school walls; and, engage in sophisticated scientific practices not unlike those of real-world laboratories. This project will contribute to the goal of preparing a competent science workforce and a scientifically literate citizenry as emphasized in the NSF Strategic Plan 2014-2018. During the project, the PI will also contribute to teacher professional development activities, organize design and research workshops, and mentor emerging scholars from diverse backgrounds.Following a design-based research approach, this project will develop a technology prototype, Progressive Discourse on the Open Web (ProDow), to bridge discourse in an existing knowledge-building environment and the Open Web through collaborative social annotations. This work is grounded in decades of research on progressive knowledge-building discourse, understanding of how students learn science, and the latest Web technologies. The research objectives include: (a) identifying design principles and software architecture for ProDow; (b) exploring student use of ProDow for progressive knowledge-building discourse in science; and (c) determining whether, and under what conditions ProDow can support science learning. Through design inquiry and empirical investigations in science classrooms, this project will contribute to cyberlearning research by providing new means to support collaborative learning. Through a series of participatory design workshops with teachers and researchers, design solutions and functioning prototypes will be developed. Empirical investigations will take place in science classrooms in a high school with an ethnically and economically diverse student body in Minneapolis. Classroom observations, interviews, and system logs will be collected to investigate how students leverage social annotations to sustain their scientific discourse. This project will lead to three major research outcomes: (a) design principles for integrating social annotations into group knowledge building in science classrooms; (b) empirical knowledge of high-school students' use of social annotations in progressive scientific inquiry; and (c) the creation of a new technology prototype, ProDow, that embodies the design principles and empirical findings of this investigation.