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One of the major tenets of Barbara’s approach was to turn responsibility for their learning over to the students, rather than primarily imparting knowledge to them. In her micro-worlds, initial problem-solving attempts were guided (“scaffolded”) heavily by the computer, with the guidance being reduced regularly over time, leading to independent performance. In the ThinkerTools work, students were placed in an environment in which working in pairs they would generate a theory or hypothesis about the ways in which forces interacted; they could then design experiments that were simulated by the computer so they could observe the outcomes and use that information to refine or alter their theories. After that, they were asked to reflect on their performance: whether they thought their experiments were adequate, how they might be refined, and what a next step might be. Again this process was repeated frequently, with the computer and teacher providing progressively less support.
In later iterations of the program, Barbara broadened her theoretical framework and included a major focus on metacognition – students’ awareness and control of their learning processes. She wanted students not only to carry out inquiry projects but also to become aware of what the specific processes were, why they were important, and to monitor their use. This knowledge about and control of mental processes – the area of metacognition – is known to be a particular problem area for students with learning difficulties. The broadened focus was thus compatible with another of her main goals, making science accessible to all.
As one example of this focus, in work with John Frederiksen, 7th to 9th grade students were asked to assess their own performance. To help them, Barbara and John provided a rubric to guide that assessment. Highlighting the instructional role of the assessment process, the rubric focused on important aspects of scientific inquiry. Of particular importance, the inclusion of this self-assessment feature resulted in eliminating differences between students: initially weak students asked to self-assess achieved performance equal to those who were stronger at the beginning of the intervention, in contrast to a matched group that did not engage in self-assessment.
In later iterations of the program, Barbara broadened her theoretical framework and included a major focus on metacognition – students’ awareness and control of their learning processes. She wanted students not only to carry out inquiry projects but also to become aware of what the specific processes were, why they were important, and to monitor their use. This knowledge about and control of mental processes – the area of metacognition – is known to be a particular problem area for students with learning difficulties. The broadened focus was thus compatible with another of her main goals, making science accessible to all.
As one example of this focus, in work with John Frederiksen, 7th to 9th grade students were asked to assess their own performance. To help them, Barbara and John provided a rubric to guide that assessment. Highlighting the instructional role of the assessment process, the rubric focused on important aspects of scientific inquiry. Of particular importance, the inclusion of this self-assessment feature resulted in eliminating differences between students: initially weak students asked to self-assess achieved performance equal to those who were stronger at the beginning of the intervention, in contrast to a matched group that did not engage in self-assessment.
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Computers as Cognitive Tools, Volume Two: No More Wallspp.97-132, (2020)
Advances in Instructional Psychologypp.177-252, (2019)
Socializing Intelligence Through Academic Talk and Dialoguepp.231-239, (2015)
Proceedings of the 12th International Conference on Interaction Design and Childrenpp.247-256, (2013)
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