Elementary, Secondary and Informal Education: Conceptualizing and Assessing Web-based Informal Science Learning

小学、中学和非正式教育：基于网络的非正式科学学习的概念化和评估

• 批准号: 0125652
• 负责人: Kevin Crowley
• 金额: $ 66.56万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-07-01 至 2006-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0125652&HistoricalAwards=false
• 关键词: Elementary; Secondary; Informal; Education; Conceptualizing; Elementary; Secondary; Informal; Education; Conceptualizing

The Learning Research and Development Center at the University of Pittsburgh has designed a research project to examine the process of and outcomes of informal (out of school) web-based learning. "Conceptualizing and Assessing Web-based Informal Science Education" will be a three-year research study to document and analyze how the informal learner, both as an individual and in a social group, uses and learns from web-based activities. The PIs will also develop a framework and tools for evaluating informal web-based learning environments and guidelines for effective web-based learning activities. This research will use web sites developed by museums and that are complementary to exhibits in those museums. These sites are being selected because according to the PIs, "museums and other nonprofit developers are already going beyond traditional content to create true virtual informal learning environments." The outcomes of this research will include a better understanding of the cognitive and social processes that occur as learners engage in web-based activities; a framework and tools for evaluating informal web-based learning activities; and a web-based annotated bibliography relevant to this research.

匹兹堡大学的学习研究与发展中心设计了一个研究项目，以研究基于网络的学习的非正式（毕业）学习过程。 “概念化和评估基于Web的非正式科学教育”将是一项为期三年的研究，以记录和分析非正式学习者作为个人和社会群体中如何使用和从基于Web的活动中学习的研究。 PI还将开发一个框架和工具，用于评估基于Web的学习环境和有效基于Web的学习活动的准则。 这项研究将使用博物馆开发的网站，这些网站与这些博物馆的展览相辅相成。 选择这些站点是因为根据PIS，“博物馆和其他非营利性开发人员已经超越了传统内容，以创建真正的虚拟非正式学习环境。” 这项研究的结果将包括对学习者从事基于网络活动的认知和社会过程的更好理解；用于评估基于网络的学习活动的框架和工具；以及与这项研究相关的基于网络的注释参考书目。