协作问题解决学习中支架学习任务和团体认知的设计研究

Design Research on Cognitive Development in Computer- supported Collaborative Learning Environment

在协作问题解决学习中,如何促使学习者个体认知得到有效发展,是本研究关注的核心。本研究运用基于设计的研究理念,以认知负荷理论作为教学设计的理论基础,从架构协作学习任务和支架团体认知的教学干预设计入手,设计了一个以"空气质量检测"为主题的协作问题解决学习项目。为了探究所设计的教学干预对个体认知发展和协作过程的影响,本研究对上海两所学校进行了整合教学干预和未整合教学干预的对比实验研究。研究发现,从学习结果的角度看,整合架构协作学习任务和支架团体认知的教学设计干预能在协作问题解决学习中有效促进个体认知的发展。从学习过程角度看,本研究设计的教学干预虽然对协作技能有积极作用,但是对团体认知发展没有体现出优势。这一研究发现能为课堂实践协作问题解决学习提供教学指导。

In order to facilitate and optimize students＇ learning outcomes, it is necessary to design interventions to support teachers ＇ instructions （ e. g. collaborative problem solving method）. Moreover, our economic society requires student to be equipped with lifelong learning skills such as problem solving skills and collaboration skills in order for them to deal with uncertain problems in their future life. Therefore, key research question for this study is to design ap- propriate interventions for group members to engage them in active cognitive processes as well as to improve their cogni- tive and collaborative skills. This study describes an instructional intervention by structuring the collaborative tasks and scripting the group cognitive process based on the cognitive load theory. Specifically, when designing the collaborative problem solving activities, in terms of structuring the collaborative task, we select an ill-structured learning topic to control the intrinsic cognitive load in group learning and design the three connected parts of learning activities with two science teachers to decrease the extraneous cognitive load. We also use some worksheets to structure students ＇ explora- tion in a specific problem space to optimize the germane cognitive load. In terms of scripting the group cognitive process, we construct two parts of tralning sessions, that is, group talk and interesting qnestion for developing student ＇ s group awareness. In order to investigate the effect of the whole designed intervention for collaborative problem sol- ving, a comparison study is conducted in third Grade science class in two Shanghai elementary schools. Data was col- lected from Watson-Glaser^TM H critical thinking test from both the pre- and post- test results, and also from group in- terviews after the collaborative problem solving learning project. After analyzing the pre- and post- test data, we find that the designed intervention has a positive effect on individual learning outcome. This result shows that the idea of designed intervention is useful to support the instruction of collaborative problem solving in science classroom. Based on the independent sample t-test on group skill and group cognition, the study finds that the design intervention has posi- ment of group skills but not on the development of group cognition. That means that the inter- vention is useful to support the development of group skills, while changes should be made when using the intervention for group cognition. The result demonstrates that the strength of intervention in promoting group cognition applied in this study is not enough for developing individual cognition. In future studies, we need to focus more on designing herent intervention for group cognition in collaborative problems solving instruction. In this study, while we pay much attention to pedagogical intervention in collaborative problem solving, we do not employ technological support for struc- turing the complex learning process. In future research, we will combine pedagogical and technological supports to de- stgn more and detailed collaborative problem solving intervention.