A Learning Environment to Support Comprehension Monitoring with Informational Science Text

这个教育和人力资源核心研究项目的目标是更好地了解以技术为基础的学习环境如何影响学生的科学素养。该项目将满足学生阅读和解释科学文本的技能的需要，以促进解决现实世界的科学问题。学习环境将提供与五年级相关的三个基本课程单元相关的“任务”，这些课程单元建立在一个可能可扩展的综合年级课程框架中。通过教学代理，蒙蒂，和一个演员的互动角色，该计划将影响科学素养与信息文本，以提高科学概念知识，理解监测技能和论证，鼓励掌握和成长心态的方法，并提高自我效能和兴趣与科学主题更广泛。该项目还将测试学生在基于项目的课堂活动中转移他们在游戏之外学到的东西的功效。一个高度多样化的学生样本将参加，其中包括大量的少数民族，国际，ESL（英语作为第二语言）的地位，和经济上处于不利地位的学生。由此产生的系统将作为一种教学工具，对所有学习者开放和包容，以加强传统的课堂教学，其中包括一个用于监测和评估目的的教师仪表板。两个主要的计划目标包括：1）设计，开发和迭代完善五年级学生的学习环境，提高理解监测和支持科学学习，2）增加当前的理论和实践理解小学生如何参与和监测他们对信息科学文本的理解。该计划将在自我调节的学习框架内运作，包括三个关键的课程单元（生态系统，地球和人类活动，从分子到生物体），与下一代科学标准保持一致。一个系统的研究计划将进行从设计为基础的研究在第1 - 2年，以测试数字战略工具和基于游戏的元素，然后在第2 - 3年的实验研究，以检查嵌入式理解监测工具和自适应支架的影响。混合方法测量方法将与迭代程序开发模型一起采用沿着。内容学习，元认知监测，转移，动机和影响变量（如自我效能，兴趣）的措施将有针对性地通知文献。设计研究将进一步考察环境对种族、性别、社会经济地位、ESL状态、先前游戏经验和成就水平的影响。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

The goal of this Education and Human Resources Core Research project is to better understand how technology-based learning environments impact students' scientific literacy. The project will address the need to equip students with the skills to read and interpret scientific texts in a manner that facilitates solving real-world scientific problems. The learning environment will deliver "missions" related to three essential curricular units pertinent to 5th grade built in a framework potentially scalable for the comprehensive grade curriculum. Through a pedagogical agent, Monty, and a cast of interactive characters, the program will impact scientific literacy with informational texts to improve science conceptual knowledge, comprehension-monitoring skills, and argumentation, encourage mastery and growth mindset approaches, and increase self-efficacy and interest with science topics more broadly. The project will also test the efficacy for students to transfer what they have learned outside of the game on project-based classroom activities. A highly diverse sample of students will participate that includes large numbers of minority, international, ESL (English as a Second Language) status, and economically disadvantaged students. The resulting system will be accessible and inclusive for all learners as a pedagogical tool to enhance traditional classroom instruction that includes a teacher dashboard for monitoring and assessment purposes. Two primary programmatic goals include: 1) to design, develop, and iteratively refine the learning environment for 5th grade students that improves comprehension monitoring and supports science learning and 2) to increase current theoretical and practical understanding of how elementary students engage with and monitor their comprehension of informational science texts. The program will function within a self-regulated learning framework and include three key curricular units (ecosystems, Earth and human activity, from molecules to organisms) that align with Next Generation Science Standards. A systematic program of studies will be conducted starting from design-based studies in Years 1 & 2 to test digital strategy tools and game-based elements followed by experimental studies in Years 2 & 3 to examine the influence of both embedded comprehension monitoring tools and adaptive scaffolding. A mixed method measurement approach will be adopted along with an iterative program development model. Measures of content learning, metacognitive monitoring, transfer, and motivational and affect variables (e.g. self-efficacy, interest) will be targeted to inform the literature. Design studies will further examine the impact of the environment with regard to ethnicity, gender, socioeconomic status, ESL status, prior gaming experience, and achievement levels.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.