Using Computers as Personal Problem Solving Coaches

物理学（13）.该项目创建了一套网络交付的计算机程序，为学生提供有效的辅导，而他们的做法解决问题的背景下，介绍物理课程。它提供个性化的指导和反馈，而他们在各种情况下解决问题，实现了教育的主要目标。这些程序，被称为计算机辅助解决问题（CAPS）教练，利用研究教学生有效的解决问题的技能，并使用计算机为学生提供个性化的指导和反馈，从认知科学，人机交互和物理教育文献。对CAPS教练的教育效能进行评估，与学生在大招生物理科学和工程专业的入门物理课。作为评估的一部分，正在制定一个适合于根据大量学生的书面问题解决方案评估他们解决问题的技能的标准。CAPS教练（1）高度互动，（2）明确有效解决问题所需的思维过程，（3）使用修改后的互惠教学策略，让学生练习有效解决问题所需的基本认知功能，（4）在精心设计的教学基础上为学生提供个性化的指导和反馈，以及（5）容纳学生可能选择的用于解决问题的多个解决路径。智力优点：这个项目有助于知识库如何设计有效的教学（基于计算机或不），以帮助学生提高他们的解决问题的能力。它提供了一个示范性的模型，从不同领域的研究应用到生产实用工具，以提高学生在现实世界中的学习。更广泛的影响：制定评估解决问题技能的标准，可以通过使对这些材料的评估更加方便和快捷，加快针对解决问题的创新教学材料的开发和采用。技术可以通过为学生提供（1）更多的互动和个性化教学，（2）在课堂外接受有效教学的机会，以及（3）获得替代形式的教学来改善教育。这对于标准教学不足以满足需要的学生尤其重要，例如远程教育学生、残疾学生、准备不足的学生或在科学方面代表性不足的学生。

Physics (13). This project creates a set of web-delivered computer programs to provide students with effective coaching while they practice solving problems in the context of an introductory physics course. It provides individualized guidance and feedback while they solve problems in a variety of contexts which fulfills a major goal of education. These programs, known as Computer-Assisted Problem-Solving (CAPS) Coaches, draw on research on teaching students effective problem-solving skills and on using computers to provide students with individualized guidance and feedback from the cognitive science, human-computer interactions, and physics education literatures. Assessments of the CAPS Coaches for educational efficacy are conducted with students in large-enrollment introductory physics classes for physical science and engineering majors. As part of the assessment, a rubric suitable is being developed for evaluating the problem-solving skills of large numbers of students based on their written problem solutions. The CAPS Coaches are (1) highly interactive, (2) make explicit the thought processes necessary for effective problem solving, (3) use a modified reciprocal-teaching strategy to give students practice in the basic cognitive functions necessary for effective problem solving, (4) provide students with individualized guidance and feedback based on careful instructional design, and (5) accommodate the multiple solution paths students might choose for solving a problem. Intellectual merit: This project contributes to the knowledge base on how to design effective instruction (computer based or not) to help students improve their problem-solving skills. It provides an exemplary model of the application of research from diverse fields to the production of practical tools to improve student learning in real-world contexts. Broader impacts: The development of the rubric for assessing problem-solving skills can speed the development and adoption of innovative instructional materials targeted at problem solving by making evaluations of such materials more convenient and quicker to perform. Technology can improve education by providing students with (1) more interactive and individualized instruction, (2) opportunities to receive effective instruction outside the classroom, and (3) access to alternative forms of instruction. This can be especially important to students for whom standard instruction is insufficient, such as distance-education students, students with disabilities, under-prepared students, or students underrepresented in science.