Exploring Interactive Learning for the Era of Climate Change
关键词:
Anthropocene, group cognition, dynamic geometry, dependency, shared understanding, group practices, virtual math teams摘要
The world changed significantly about 70 years ago. The atomic bomb, population explosion, exponential growth of fossil-fuel usage with CO2 emissions, urban/suburban sprawl and numerous other socio-economic transformations led to a dangerously increased influence of human behavior on worldwide natural systems. Public understanding now has to catch up with these changes so we can comprehend and moderate the new and potentially catastrophic processes. Learning researchers should urgently develop transformed approaches to understanding and teaching about this new world of climate change, in which natural and societal processes are inexorably entangled. This will require new conceptualizations of knowledge and new methods of education. This essay reports on a research project that may indicate a direction for designing education in and about the era of climate change. By reviewing the project’s empirical results, it suggests a direction for the future of interactive and intelligent learning. Specifically, it sketches focal points of a philosophy of computer-supported collaborative learning (CSCL) that emerged from research on teaching and learning dynamic geometry. As an illustrative case study of educating for the new age, it suggests that dynamic geometry as taught in the project can provide student collaborative knowledge building with a model of “dependencies ” in interconnected systems, preparing groups of students to understand the interactions among human and natural systems in the present era. Review of this research project exploring the development of mathematical cognition by student groups learning dynamic geometry in online teams elaborates a theory of learning and thinking as “group cognition” – thinking by means of social and semantic interaction within group discourse, mediated by physical and digital artifacts, rather than within individual minds. The recommended approach to learning centered on technologically supported group interaction aligns education with the multidisciplinary nature of science in the present, and suggests promising approaches to interactive and intelligent learning in this challenging epoch. 大约70年前，世界发生了巨大变化。原子弹的使用、人口爆炸、化石燃料使用的指数增长及其产生的二氧化碳排放、城市与郊区的蔓延，以及众多其他社会经济变革，导致人类行为对全球自然系统的影响急剧加剧。如今，公众的认知必须跟上这些变化的步伐，以便我们能够理解并调节这些新出现且可能带来灾难性后果的过程。研究学习的学者们现在必须赶紧转变思路，重新思考如何理解气候变化，以及如何教给他人这门知识。因为在这个新世界里，自然变化和社会活动已经牢牢地纠缠在一起。这将需要重新构建知识的概念，并采用全新的教育方式。本文报告了一项研究项目，该研究可能为气候变化时代下的教育设计指明方向。通过对该项目实证结果的回顾，文章提出了互动式与智能化学习未来发展的方向。具体而言，文章勾勒出一种源于动态几何教学与学习研究的计算机支持协作学习的核心要点。作为新时代教育的一个案例研究，文章指出，本项目中所教授的动态几何能够为学生的协作知识建构提供一个相互关联系统中的“依赖”模型，使学生学会理解当今时代人类与自然系统之间的相互作用。本文综述了学生小组在在线团队中学习动态几何时数学认知的发展过程，并阐述了一种将学习与思维视为“群体认知”的理论框架——即通过实体和数字媒介介导的群体话语中的社会与语义互动来实现思维，而不是依赖个体心理。该研究推荐的学习方式聚焦于技术支撑的群体互动，使教育与当今科学的跨学科特性相契合，并为这一充满挑战的时代提供了促进互动式、智能化学习的可行路径。参考
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