Empirical Research: Emerging Research: Learning by Teaching a Synthetic Student: Using SimStudent to Study the Effect of Tutor Learning

实证研究：新兴研究：通过教学综合学生来学习：使用 SimStudent 研究导师学习的效果

• 批准号: 0910176
• 负责人: Noboru Matsuda
• 金额: $ 49.24万
• 依托单位: Carnegie-Mellon 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: 2009-08-01 至 2014-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0910176&HistoricalAwards=false
• 关键词: Empirical; Research; Emerging; Learning; Teaching

The purpose of the Self-Explanation study is to investigate whether prompting students to explain problem-solving steps made by themselves would facilitate tutor learning. In the proposed learning environment, 8th grade students will be prompted to explain the reasoning behind their tutoring activities when teaching SimStudent. The proposed learning-by-teaching environment is designed for Algebra students to learn two major types of knowledge, namely: procedural skills to manipulate algebraic expressions and solve equations; and conceptual knowledge to justify skill applications when solving problems. The research question is: Does asking students to provide explanations for their reasoning behind the tutoring activities facilitate tutor learning? The hypothesis to be tested is: If students provide explanations on their reasoning behind the tutoring, then the effect of tutor learning will be facilitated. Students will be randomly assigned to one of the two experimental conditions: the treatment condition where the students will be prompted to provide explanations on their tutoring activities; and the control condition where the students will use the base-line Learning-by-Teaching environment. Pre- and post-tests will be used to measure students' learning achievement in conceptual and procedural knowledge. Student comparisons using the learning gain as the dependent variable will be the focus of analysis.The study focuses on Algebra I linear equation solving, which is a critical area in the middle school algebra curriculum as indicated in both the Principles and Standards for School Mathematics (PSSM) publication of the National Council of Teachers of Mathematics (NCTM) and the more recently released document Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. It is well known that prompting students to self-explain facilitates learning both when they are asked to explain correct worked-out examples and when they are asked to explain errors made by others. The study tests the hypothesis that self-explanation is also effective in tutor learning. Students will be asked to explain: correct steps when they demonstrate steps to their SimStudent; incorrect steps when they catch SimStudent making an error and want to indicate why the step is wrong; and 3) their choice of problems to teach to SimStudent, for instance, based on the observation on what mistakes SimStudent make when given a quiz.

自我解释研究的目的是调查促使学生解释自己做出的解决问题的步骤是否有助于导师学习。在拟议的学习环境中，将提示八年级的学生在教授SimStudent时解释其辅导活动背后的推理。拟议的按教学的学习环境是为代数学生学习的两种主要类型知识的设计，即：操纵代数表达式和求解方程的程序技能；和概念知识，以证明解决问题时技能应用的合理性。研究问题是：是否要求学生为辅导活动背后的推理提供解释，这有助于导师学习？要检验的假设是：如果学生对辅导背后的推理提供了解释，那么教师学习的效果将得到促进。学生将被随机分配到两个实验条件之一：将提示学生提供有关辅导活动的解释的治疗条件；以及学生将通过教学环境使用基础学习的控制条件。测试前和后测试将用于衡量学生在概念和程序知识中的学习成就。学生的比较使用学习收益作为因变量将是分析的重点。该研究的重点是代数I线性方程式解决方案求解，这是中学代数课程的关键领域，如学校数学的原则和标准在学校数学的原则和标准（PSSM）在阶段（PSSM）的原则和标准中，该阶段的培训阶段是数学培训者（nctm）的较新的（nctm）。 8数学。众所周知，促使学生自我解释会在要求解释正确的锻炼示例以及要求他们解释别人犯的错误时有助于学习。该研究检验了以下假设：自我解释在导师学习中也有效。学生将被要求解释：正确的步骤时，他们将步骤显示到同样的步骤；当他们抓住类似的步骤时，错误的步骤不正确，并想指出为什么步骤是错误的； 3）例如，根据对测验时类似的错误的观察，他们选择要教给SimStudent的问题。