ITR: Co-constructing Scientific Understanding by Integrating the Social and Cognitive Mechanisms of Learning Through Shared, Active Representations in Interdisciplinary Context

EIA-0219196 Eva TothAllegheny-Singer Research Institute标题：ITR：通过在跨学科背景下通过共享的、积极的代表整合学习的社会和认知机制，共同构建科学理解。该项目涉及开发和测试一种有效的教学方法，用于软件支持的、共享的、积极的知识构建，该方法可移植到具有不同学生体验水平的各种科学课程。这项研究侧重于认知、协作和代表性指导之间的相互作用，并提请注意所有跨学科的科学调查环境中普遍存在的问题，这些问题的核心是加强对技术和方法上合理的方法的理解，以便接触到代表性不足的群体，并进行跨文化、远距离的协作解决问题活动。利用单独出资开发的软件工具，该项目对嵌入学习的社会环境中的认知变化机制进行了严格的实验研究。在高中教师、大学生和高中生的参与下，该项目将有助于了解(A)同伴受众促进学习的作用，(B)为当地和远端同伴之间的交流提供技术支持的最有效方法，以及(C)在各种技术和教学环境中以及在代表性不足的地区和文化中有效丰富学生学习经验的认知指导的教学方法。该项目的地理位置是一个城市环境，有大量的少数民族和代表性不足的人口，涉及大学生、高中教师、高中生和国际合作。该项目的成果将是一种切实有效的教学方法，以在预计将在21世纪盛行的复杂、跨学科和技术驱动的环境中引发积极学习。

EIA-0219196Eva TothAllegheny-Singer Research InstituteTitle: "ITR: Co-constucting scientific understanding by integrating the social and the cognitive mechanisms of learning through shared, active representatives in interdisciplinary context." This project involves the development and testing of an effective instructional methodology for software-supported, shared, active knowledge construction that is portable to a variety of science courses at different levels of student experience. The research focuses on the interface of cognition, collaboration and representational guidance and draws attention to issues that are universal in all interdisciplinary, scientific inquiry settings centered on enhancing understandingof technologically and methodologically sound ways to reach underrepresented groups and perform cross-cultural, collaborative problem solving activities over distances. Using software tools developed under separate funding, the project involves a rigorous experimental study of the mechanisms of cognitive change that are embedded in the social circumstances of learning. With the participation of high school teachers, college students and high school students, the project will contribute to understanding of (a)the function of peer audience to foster learning, (b)the most effective methods of technological support for communication between local and distal peers and (c) congnitively-guided pedagogies that are effective in enriching the learning experiences of students in various technological and instructional setting and in underrepresented regions and cultures. The project is geographically located in an urban setting with a large minority and under-represented population and involves college students, high school teachers, high school students and international collaboration. The outcome of the project will be a practical approach for effective pedagogies to elicit active learning in complex, interdisciplinary and technology driven environments that are expected to prevail in the 21st century.