Guiding Understanding via Information from Digital Environments (GUIDE)

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该项目将开发和测试一种数字监控工具，使教师能够在数字学习系统中跟踪学生的学习情况，并迅速调整课堂教学策略以促进学习。该工具将与现有的高中遗传学数字课程一起开发，并将在生物学入门课程和高级课程中进行测试。该工具将用于分析学生在数字课程中的学习进度，并向学生和教师提供有关学习挑战的反馈。该系统将同时监控和分析班级中所有学生的学习模式，根据需要为个别学生提供有针对性的反馈，或者使教师能够在某些学生需要个人关注时做出明智的决定，或者在特定概念或学习挑战方面需要帮助的学生群体。随着越来越多的数字化学习体验被纳入课堂实践，将需要这样的数字化指导系统来帮助学生和教师有效地融合各种课堂学习体验。这个设计和开发研究的重点是在传统的、技术丰富的课堂环境中提高学生对特定领域内容和实践的学习。该项目将以两个领域的先前研究结果为指导：类游戏、基于模拟的数字学习环境的学习成果，以及智能辅导系统的有效性。该项目开发的系统将根据点击流数据构建学生知识和行为的分析模型，并在最佳时机为学生或教师提供情境化信息。这种方法将实现一个三层响应系统：a)直接，有针对性地支持个别学生在基本内容上挣扎；B)将一名学生转介给遇到类似学习困难的另一名学生或一组学生；c)反馈给教师，有助于对学生学习进行战略性指导。指导本项目的研究问题将集中在哪些关于学生学习的信息对数字环境下的指导学习最有用，这些信息如何改善对课堂上学生学习的支持，以及这些信息的可用性和使用如何改善学生的知识和实践。设计和开发工作将持续4年，涉及新英格兰和北卡罗来纳州22个教室的教师和学生。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This project will develop and test a digital monitoring tool that will enable teachers to track student learning within a digital learning system and quickly adjust classroom instructional strategies to facilitate learning. The tool will be developed for use with an existing digital curriculum for high school genetics, and it will be tested in both introductory biology courses and advanced courses. The tool will be designed to analyze student progress within the digital curriculum and provide feedback to both students and teachers about challenges to learning as they are occurring. The system will simultaneously monitor and analyze the learning patterns of all students in a class, providing targeted feedback to individual students as needed, or enabling the teacher to make informed decisions about when some students need individual attention, or groups of students need help with a particular concept or learning challenge. As more digital learning experiences are incorporated into classroom practices, digital guidance systems such as this will be needed to help students and teachers effectively blend a variety of classroom learning experiences. This design and development study focuses on improving student learning of domain-specific content and practices within traditional, technology-enriched classroom environments. The project will be guided by findings from prior research in two areas: the learning outcomes of game-like, simulation-based digital learning environments, and the effectiveness of intelligent tutoring systems. The system being developed in this project will construct analytic models of student knowledge and behavior from clickstream data and provide contextualized information at optimal junctures to students or teachers. This approach will enable a three-layered response system: a) direct, targeted support to individual students struggling with basic content; b) referral of a student to another student or group of students having encountered similar learning challenges; and c) feedback to teachers that would facilitate strategic guidance of student learning. Research questions guiding this project will focus on what information about student learning is most useful for guiding learning in digital environments, how can this information improve support for student learning within classrooms, and how does the availability and use of this information improve student knowledge and practices? The design and development work will be conducted over 4 years and will involve teachers and students in 22 classrooms in New England and North Carolina.