Transcript Scaffolding students’ knowledge integration: prompts for reflection in KIE Elizabeth A. Davis, University of Michigan, USA, email: betsyd@umich.

Scaffolding students’ knowledge
integration: prompts for reflection in KIE
Elizabeth A. Davis, University of Michigan, USA, email: betsyd@umich. edu,
and Marcia C. Linn, Graduate School of Education, University of California at Berkeley, USA,
email: [email protected]
Reporter:張謙楣
Report Date:2004/01/05
Summary
• 科學的學習是一種概念統整。
• 知識統整 ( knowledge integration ) 需要學生自
主的將學到的知識與既有的概念做連結。
• Autonomous是鷹架式知識整合架構
( Scaffolded knowledge integration framework )
的主要目的。
• 本篇研究所指的scaffolding是prompts，並探討
不同類型的prompts對學習者知識統整的影響。
Introduction
• The process of reflection on ideas
motivates students to revisit, test,
reformulate the links of ideas.
• Knowledge integration involves
differentiating, integrating, restructuring
ideas.
4 elements of scaffolded knowledge
integration instructional framework
• "Make thinking visible“
教師和學生說明想法是如何連結的。
• Make science accessible
建立科學現象的模式 ( identify models for scientific phenomena)，使
學生易於連結概念，並將之應用於相似或相關的問題情境中。
• Provide social support
學生可以從同儕身上學到新概念的連結。
• Encourage autonomous
學生如果能自主學習，便能夠規律性的檢視自己的概念，並持續
進行知識的整合。
Promoting knowledge integration
with prompts
• Two types of prompts :
– Activity prompt
Facilitate completion of specific
aspects of the activity.
– Self-monitoring prompt
Encourage planning and reflection.
Relevant research
• Prompts that elicit self-explanation leads to
improve understanding of text ( Chi et al.,1989;
1994, Webb 1983 ).
• Students benefit from contextualized prompts
which help them clarify and focus their thinking
( Davis, personal communication ).
• Students who were scaffolded in self-monitoring
did better in exams and representation of their
knowledge ( Lan,1996 ) .
Relevant research(Cont.)
• Self-monitoring prompts encourage
students planning, reflection, and
thinking carefully about their own
activities.
• Prompts can serve two roles in
achieving knowledge integration :
– Provide the impetus for explanation.
– Encourage reflection at a level that
students do not generally consider.
Method
•
•
•
•
Learning environment
Time & objects
Prompt delivery
Study designs
– Study1
– Study2
– Study3
• Outcome measures and scoring
criteria
Learning environment
• Knowledge Integration Environment (KIE)
• KIE projects are designed to encourage a
deep understanding of science concepts
rather than a collection of scientific facts.
• KIE projects fall into 3 major categories ：
– Critique
培養學習者發展在採取證據和評估討論議題時的判斷能力。
– Debate
學習者可以從多元的角度來思考辯論的議題，並有效的利
用證據來改善辯論內容。
– Design projects
促進學習者藉由科學證據來應用他們的知識。
KIE guidance system(Mildred)
Go Back to
Method
Time & objects
• The research designed 3 studies to
assess learning from activity and selfmonitoring prompts.
• The studies took place in different
semesters with different students of
this eighth grade class.
Go Back to
Method
Prompt delivery
• KIE prompts appear in the form of
sentence-starters.
• Self-monitoring prompts typically fall
before and after the activity itself.
• Activity prompts compose part of the
activity itself.
Go Back to
Method
Example of Sentence-starters
◎Self-Monitoring Prompts encourage planning and
reflection :
Thinking ahead: To do a good job on this project, we need to . . .
Thinking ahead: To do a good job on our letter, we need to . . .
Checking our understanding: Pieces of evidence or claims in the
article we didn’t understand very well included . . .
Checking our understanding: In thinking about how it all fits
altogether, we’re confused about . . .
◎Activity Prompts facilitate completion of specific
aspects of the activity:
The letter says we need to . . .
The major claims made by the article include . . .
Overall, we think the first evidence/claim we critiqued . . .
Claim I should say . . .
Study 1
• Students did a design project called
‘aliens on tour’, they design houses
and clothing for three sets of aliens
with different requirements.
• Objective : energy conversion
• Comparison of self-monitoring prompts
and activity prompts.
• Activity vs. Activity + Self-monitoring
Go Back to
Method
Study 2
• Extension and replication of study 1
• Students did a critique project called
‘all the news’, they read a fabricated
news article and write a letter to the
imaginary editor with a synthesized
critique and guidelines for future.
• Activity prompts vs. Self-monitoring
prompts vs. beliefs prompts
Go Back to
Method
Study 3
• Study 3 investigated the kinds of
reflection self-monitoring prompts elicit
as well as the relationships between
reflection and success on the project.
• The project included
– 6 ‘think ahead’ prompts
– 4 ‘checking our understanding’ prompts
– 1 ‘thinking back’ prompt
Go Back to
Method
Outcome measure and
scoring criteria
• We scored overall project success and
individual prompt responses.
• Studies 1 and 2 emphasized project
success.
• Study 3 emphasized individual prompt
response.
Go Back to
Method
Results
Study 1：comparison of self-monitoring
prompts and activity prompts
• One group：(activity prompts)
– 2 activity prompts
• The other group：(self-monitoring prompts )
– 2 activity prompts
– 7 self-monitoring prompts
• The overall quality of the two groups’ 65
designs for ‘aliens on tour’ was the
same.
Study 1：comparison of self-monitoring
prompts and activity prompts（cont.）
• Although the groups who received only activity
prompts had more time for their reports, they did
not create better designs.
• The students in the self-monitoring prompt
condition gave fewer purely descriptive
explanations and, were significantly more likely
to use at least one scientific principle in their
designs.
Study 2：extension and replication
of comparison
• In study 2 we equalized the time students
spent on responding to prompts in each
condition.
• Three groups：
– activity prompts group (78% completed)
– self-monitoring prompts group (32% completed )
– Control group (42% completed)
Study 2：extension and replication
of comparison（cont.）
• The self-monitoring prompt groups was
more likely to link those principles to other
ideas.
• Principle Knowledge Integration :
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Activity Prompts
Self-Mon. Prompts
Study 3：in-depth investigation of
prompt response and reflection
• In study 3 we investigated the mechanism
behind self-monitoring prompts.
• All students received 11 self-monitoring
prompts, as well as a set of activity prompts.
• Students left less than 10% of the selfmonitoring prompts unanswered.
Study 3：in-depth investigation of
prompt response and reflection（cont.）
• To analyze reflection, we look at comments
made in response to the prompts.
• Comments addressed
–
–
–
–
–
–
Project activities（39%）
Project ideas（21%）
Knowledge（18%）
Actions（12%）
‘No problem’（9%）- No need for reflection
Did not fit in Table 1（less than 2%）
Comments address
39%
21%
18%
12%
9%
2%↓
Others
Study 3：in-depth investigation of
prompt response and reflection（cont.）
• Prompts can improve project success when
students elaborate on the ideas in the project
that do not fully understand.
• Study 3 shows that students who identify
confusion benefit more from self-monitoring
prompts than those who deny any difficulties.
Discussion－Design implications
• Prompts can enable knowledge integration
when they encourage students to monitor
their progress and identify new
connections among ideas.
• Over 90% of the prompts elicited student
responses but, these responses varied.
• The form of self-monitoring prompt also
influenced responses.
Discussion－Learning implications：
Activity prompts
• Activity prompts help students finish activities
but do not necessarily help the students
develop an integrated understanding.
• They guide the inquiry process and help
students to walk through the activities step-bystep.
Discussion－Learning implications：
Self-monitoring prompts
• Self-monitoring prompts encourage students
to reflect on their own understanding.
• Self-monitoring prompts provide scaffolding
to help students think about their goals for
and progress on a project.
• Self-monitoring prompts help students to
engage in the knowledge integration
processes like making links and restructuring
ideas.
Conclusions
• Self-monitoring prompts let students make
their own thinking visible and explicit,
though we see that not all students take
advantage of the opportunities given to
them.
• Self-monitoring prompts succeed in
encouraging reflection more than activity
prompts.