Bridging the Expert-Novice Problem-Solving Gap with the GW-ACCESS Protocol

使用 GW-ACCESS 协议弥合专家与新手解决问题的差距

• 批准号: 0837330
• 负责人: Gerald Feldman
• 金额: $ 16.2万
• 依托单位: George Washington University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-06-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0837330&HistoricalAwards=false
• 关键词: Bridging; Expert; Novice; Problem; Solving

Physics (13) Developing competency in problem solving has long been one of the primary educational objectives of introductory STEM courses. Over the years, education research in the cognitive processes of learning has elucidated the complex and intricate nature of the problem-solving procedure and has identified a number of individual mental skills needed to organize and process the requisite knowledge. This project develops and tests an easy-to-implement intervention, GW-ACCESS, in an introductory algebra-based physics course in a SCALE-UP environment. GW-ACCESS, which builds upon Marzano's New Taxonomy of Education Objectives, helps students develop the problem-solving component skills of "classifying" the problem, "representing" the data, "designing" a strategy, "executing" a solution, "evaluating" the answer, and "reflecting" on the learning. The collaboration between the physics departments at George Washington University and Montgomery Community College is providing a test of the protocol in diverse learning environments.

物理学（13）长期以来，发展解决问题的能力一直是入门STEM课程的主要教育目标之一。 多年来，在学习认知过程中的教育研究阐明了解决问题程序的复杂和复杂性质，并确定了组织和处理必要知识所需的许多个人心理技能。 该项目在基于代数的物理课程中在规模上的环境中开发和测试了易于实施的干预措施GW-Access。 GW-Access建立在Marzano的新教育目标基础上，它有助于学生发展“问题”，代表“数据”，设计“策略”，执行“解决方案”，评估“评估”和“反映”学习的答案的解决问题的组件技能。 乔治华盛顿大学和蒙哥马利社区学院的物理学系之间的合作正在为各种学习环境中的协议进行测试。