“Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry
“Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry
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“绘制知识”：代表性指导和反思性评估对科学探究的影响
DOI：
10.1002/sce.10004
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发表时间：
2002
影响因子：
4.3
通讯作者：
A. Lesgold
中科院分区：
文献类型：
--
作者：
E. Toth;D. Suthers;A. Lesgold
本研究记录了一种在科学探究过程中教授基本推理技能的教学方法：针对多个假设评估经验证据。使用“设计实验”的方法，与迭代周期，我们开发了一个教学框架，提供了一个非传统的方法来学习的三个方面：学生在科学探究，学生使用的工具，同时构建知识，学习成果的评估从事的活动，以真实的科学探究。本文重点介绍了这一教学框架的两个组成部分的贡献：基于技术的知识表示工具的影响和学习的反思性评估的影响，以科学的行动和思考。该框架的技术工具允许学生用图形映射或文字处理散文来表示他们对自然现象的发展知识。我们使用的反思性评估是一种探究规则，通过为科学探究的各个组成部分指明具体的评估标准，为整个探究过程中的最佳进展提供明确的预期。结果表明，在现实生活般的课堂调查，旨在教学生如何评估数据与理论，使用证据映射是优于散文写作上级。此外，通过在整个调查过程中使用反思性评估，证据制图的这种上级效果得到了极大的增强。表征指导模式既解释了证据映射的上级效果，也解释了外显反思对证据映射的影响与散文写作之间的差异。这些研究结果对发展以认知为基础的课堂学习环境和设计进一步的学习研究具有重要意义。© 2002 Wiley Periodicals，Inc. Sci Ed86：264-286，2002; DOI 10.1002/sce.10004
This study documents an instructional methodology to teach a fundamental reasoning skill during scientific inquiry: the evaluation of empirical evidence against multiple hypotheses. Using the “design experiment” approach, with iterative cycles we developed an instructional framework that lends itself to authentic scientific inquiry by providing a nontraditional approach to three aspects of learning: the activities students are engaged in during scientific inquiry, the tools students use while constructing knowledge, and the assessment of learning outcomes. The present article focuses on the contribution of two components of this instructional framework: the effect of technology-based knowledge-representation tools and the effect of reflective assessment on learning to act and think scientifically. The technological tools of the framework allowed students to represent their developing knowledge of natural phenomena with either graphical mapping or with word-processed prose. The reflective assessment we used was a form of inquiry rubrics that provided clear expectations for optimal progress throughout the entire process of inquiry by indicating specific assessment criteria for the various components of scientific inquiry. The results indicated that in real-life-like classroom investigations designed to teach students how to evaluate data in relation to theories, the use of evidence mapping is superior to prose writing. Furthermore, this superior effect of evidence mapping was greatly enhanced by the use of reflective assessment throughout the inquiry process. Modes of representational guidance explain both the superior effect of evidence mapping as well as the discrepancy between the effects of explicit reflection on evidence mapping compared to prose writing. These results have fundamental implications for the development of cognitively-based classroom learning environments and for the design of further research on learning. © 2002 Wiley Periodicals, Inc. Sci Ed86:264–286, 2002; DOI 10.1002/sce.10004
影响因子：
4.6
作者：
Chen, Z;Klahr, D
通讯作者：
Klahr, D