CAP: Advancing Technology and Practice for Learning Reading and Writing Skills in Secondary Science Education

拟议中的研讨会汇集了研究人员和教育工作者，讨论如何推进技术和实践，以更好地促进中学科学素养。科学素养显然需要新的方向。在过去的十年里，国家教育统计中心一直认为阅读和写作能力差是一个严重的问题，这无疑是导致科学成就低的原因之一。此外，书面和口头沟通技巧已被确定为科学实践和教育的一个重要方面。本次研讨会的重点是中学，这是学生第一次经历学科和读写能力分离的关键时期。由此产生的学科孤岛可能会造成学生学习科学内容和读写技能的不连续。在中学阶段，科学和英语语言艺术的教学更紧密地结合在一起，并通过数字学习环境促进这一点，可能是有利的。中等科学教育受益于一系列数字技术，包括计算机支持的协作学习系统（CSCL）和智能辅导系统（ITS）。推动研讨会的假设是，十年来在科学和探究的计算机学习方面的工作成果可以应用于科学素养。一个先决条件是适当地应用自动化技术来分析学生阅读和写作的文本，以便在在线设置中为学生提供量身定制的反馈。第二个先决条件是应用教育心理学的见解来获得一般的识字技能，特别是辩论技能，以促进基于证据的沟通。研讨会包括来自三个关键领域的研究人员：基于计算机的学习环境、自然语言处理和教育心理学。它有三个主要目标。首先是共享结果、数据集和演示系统，以确定合作的潜力，这将深化对现有数据的分析，并确定收集专门针对科学素养的新数据集的标准。第二个研讨会的目标是促进这三个学科的研究人员之间的合作，在实践者的参与下，研究对学生学习科学素养技能的潜在影响。研讨会的第三个目标是确定机制，以培育一个将继续调查科学素养的跨学科社区。

The proposed workshop brings together researchers and educators to discuss how to advance technology and practice to better promote secondary school science literacy. There is a clear need for new directions in science literacy. Over the past decade, the National Center for Education Statistics has consistently identified poor reading and writing skills as a serious problem, one which undoubtedly contributes to low science achievement. In addition, written and oral communication skills have been identified as a significant dimension of science practice and education. Secondary school, the focus of this workshop, is a critical period when students first experience a separation between subject matter and literacy. The resulting disciplinary silos may create discontinuities in students' learning of both science content and literacy skills. It may be advantageous for instruction in science and the English language arts to be brought closer together at the secondary level, and to facilitate this through digital learning environments. Secondary science education has benefited from a range of digital technologies, including computer supported collaborative learning systems (CSCL) and intelligent tutoring systems (ITS). The hypothesis motivating the workshop is that results from a decade of work in computer-based learning for science and inquiry can be applied to science literacy. One precondition is appropriate application of automated techniques to analyze the texts that students read and write, so as to provide students with tailored feedback in an online setting. A second precondition is to apply insights from the psychology of education on the acquisition of general literacy skills, and argumentation skills in particular, to foster evidence-based communication. The workshop includes researchers from the three critical areas of computer-based learning environments, natural language processing, and the psychology of education. It has three main goals. The first is to share results, datasets and demonstration systems in order to identify the potential for collaborations that would both deepen the analysis of existing data, and identify criteria for the collection of novel datasets that specifically address science literacy. The second workshop goal is to foster collaborations among researchers in the three disciplines, with participation from practitioners, to study the potential impact on students' learning of science literacy skills. The third workshop goal is to identify mechanisms to foster an interdisciplinary community that will continue to investigate science literacy.