ITR: Collaborative Research: Putting a Face on Cognitive Tutors: Bringing Active Inquiry into Active Problem Solving

EIA-0205301阿尔伯特·科贝特卡内基-梅隆大学ITR：合作研究：给认知导师一张脸：将积极的探究带入积极的问题解决合作项目与：0205506 Michelene Chi匹兹堡大学这个项目建立在关于有效学习和辅导策略的越来越多的研究基础上。该项目包括构建和评估模仿人类导师的教育技术，方法是将一种名为认知导师的最先进的教育技术与一种名为合成面试的创新互动提问环境相结合，以产生一种可与人类导师的有效性相媲美的不活跃的学习环境。认知导师围绕问题解决知识的认知模型而建立，为学生提供成功完成问题所需的准确支持。单独使用认知辅导，并不支持积极学习者所特有的求助和元认知技能。通过引入一种名为合成访谈的新型互动交流技术，提供了一种主动学习环境，在支持学生深度学习方面可与人类导师的有效性相媲美。综合面谈通过提供与个人进行深入交谈的手段，使学习者能够参与积极的探究。综合访谈允许以一种新的形式获取知识，提供类似于专家系统的实用工具，但开发工作接近于简单的对话视频录制。主动学习环境既是研究计算和教学挑战的工具，也是教室和家庭的教育环境。特别是，围绕这种学习环境构建的知识领域是数学和生物课程。该项目将对认知科学、计算机科学和教育实践做出重要贡献，包括：1)综合访谈中对学生问题的分析将有助于建立陈述性概念知识和程序性问题解决知识之间功能关系的基本认知模型；2)该项目将整合学生知识的认知模型和辅导对话结构。更广泛地说，该项目将有助于定义智能学习环境的设计和工程流程，3)研究将为更有效的基于计算机的学习环境的设计提供信息。4)研究和积极的学习环境可以支持职前和在职教师更好的专业发展。该项目开发的数学和生物主动学习环境有望直接改善全国的教育实践。当代认知数学教师已经在全国约2%的初中和高中使用。对有效的数学和科学教育的需求持续增长。各州正在提高数学毕业要求，并制定管理学生毕业和学校评估的评估。如果主动学习环境比当代认知导师更有效，它们有望迅速进入广泛的课堂使用。

EIA-0205301Albert CorbettCarnegie-Mellon UniversityITR: Collaborative Research: Putting a Face on Cognitive Tutors:Bringing Active Inquiry into Active Problem SolvingCollaborative project with:0205506Michelene ChiUniversity of PittsburghThis project builds on a growing body of research concerning effective learning and tutoring strategies. The project involves constructing and evaluating educational technology that emulates human tutors by integrating a state-of-the art educational technology called Cognitive Tutors with a innovative interactive questioning environment called Synthetic Interviews to produce an inactive learning environment that rivals the effectiveness of human tutors. Cognitive tutors are built around a cognitive model of problem solving knowledge and provide precisely the support students need to complete problems successfully. Used alone, cognitive tutors do not support the help-seeking and meta-cognitive skills that characterize active learners. By incorporating a novel interactive communication technology called Synthetic Interviews, an Active Learning Environment is offered that rivals the effectiveness of human tutors in supporting deep student learning. Synthetic Interviews allow learners to engage in active inquiry by providing the means for conversing in-depth with an individual. Synthetic Interviews permit knowledge capture in a new form providing utility similar to an expert system but a development effort approaching the simple video taping of a conversation. The Active Learning Environment serves as a research tool to examine both computational and pedagogical challenges and also as an educational environment in classrooms and homes. In particular, the domains of knowledge that are constructed around this learning environment are mathematics and biology courses. The project promises to make important contributions to cognitive science, computer science and educational practice including the following: 1) The analysis of student questions during synthetic interviews will contribute to basic cognitive models of the functional relationship between declarative conceptual knowledge and procedural problem solving knowledge, 2) This project will integrate cognitive models of student knowledge and tutorial dialogue structure. More generally, the project will help define a design and engineering process for intelligent learning environments, 3) The research will inform the design of more effective computer-based learning environments. 4) The research and the active learning environment can support improved professional development both for pre-service and in-service teachers. The Active Learning Environments for mathematics and biology that are developed in this project promise to directly improve educational practice nationally. Current generation cognitive mathematics tutors are already in use in about 2% of middle schools and high schools around the country. The demand for effective mathematics and science education continues to grow. States are increasing mathematics graduation requirements and instituting assessments that govern student graduation and school evaluations. If Active Learning Environments are more effective than current generation Cognitive Tutors, they promise to rapidly enter widespread classroom use.