Exploratory Research on Critical Aspects of LOGO Learning A Collaborative Project with Teachers as Observers

该项目将进行为期15个月的探索性研究， 研究与经验丰富的教师合作的可行性， 合作研究人员在自己的课堂上， 学习的各个方面，并制定评估和 在小学课堂上加强自主学习的关键方面， 4-6年级。 主要研究者计划完成以下具体工作 工作： 1.制定一套定义明确的约10个关键 学习的各个方面，以发展顺序表达 通过对4 - 6年级小学教室的观察得出。 2.制定一套观察、数据收集和 增强技术，适合课堂教师使用， 关于这些关键的方面的知识。 3.发展和记录教师/研究研讨会的方法 旨在使实习教师能够观察，提高和 报告的关键方面，在他们自己的学习 教室 4.就专业发展进行初步研究， 参与教师，作为一个可测试的计划的基础， 使用研究研讨会方法提高教师能力 由这个项目开发。 5.为下一阶段的指南开发制定计划 为教师提供有关观察、评估和提高 在他们的课堂上学习，并为 开发任何其他教育材料需要使用这一点 与经验较少的教师合作。 6.根据这些方法制定进一步研究的计划， 教师发展和学生数学领域 学习 作为数学教与学工具的潜力 （数值和几何）问题解决是巨大的，但未实现， 小学教室。 这项探索性的研究很有价值。 在教学和学习计划的研究，在其努力突出 生成对程序开发具有高实用性的知识 和具有全国意义的教师教育材料。 因为 正在制定的示范性教师教育材料和战略 具有国家效用的潜力，该项目由联合国共同资助， 教材开发计划。 主要研究者具有丰富的教学经验 徽标. 他们有资格进行这个项目，并将 由一批杰出的研究专家协助。

This project will conduct a 15-month exploratory research effort to examine the feasibility of working with experienced LOGO teachers as collaborative researchers in their own classrooms, to define critical aspects of LOGO learning, and to develop a methodology for assessing and enhancing critical aspects of LOGO learning in elementary classrooms, grades 4-6. The Principal Investigators plan to accomplish the following specific tasks: 1.To develop a well-defined set of approximately ten critical aspects of LOGO learning, articulated in developmental sequences informed by observations in elementary classrooms, grades 4 - 6. 2.To develop a draft set of observation, data collection, and enhancement techniques, suitable for use by classroom teachers, with respect to these critical aspects of LOGO learning. 3.To develop and document a methodology of teacher/research seminars designed to enable practicing teachers to observe, enhance and report on critical aspects of LOGO learning in their own classrooms. 4.To conduct a preliminary study of the professional development of participating teachers, as the basis for a testable plan for teacher enhancement, using the research seminar methodology developed by this project. 5.To develop a plan for the next phase of development of a guidebook for teachers on observing, assessing and enhancing critical aspects of LOGO learning in their classrooms, and for the development of any other educational materials needed to use this approach with less experienced LOGO teachers. 6.To develop a plan for further research based on these methods, in the areas of teacher development and student mathematical learning. The potential of LOGO as a tool for teaching and learning mathematical (numerical and geometrical) problem solving is vast but unrealized in elementary school classrooms. This exploratory research holds high salience for the Research in Teaching and Learning Program in its effort to generate knowledge of high utility for the development of programs and materials of national significance for teacher education. Because the propotype teacher education materials and strategies being developed have potential for national utility, the project is co-funded by the Instruc-tional Materials Development Program. The Principal Investigators have extensive experience with teaching LOGO. They are well-qualified to conduct this project and will be assisted by a distinguished groups of LOGO research experts.