交互式模拟中的隐式脚手架：支持多个教育目标的设计策略
Implicit scaffolding in interactive simulations: Design strategies to support multiple educational goals
摘要：
我们建立在工具介导的学习，工具设计和人机交互的理论基础上，开发一个框架，在学习环境中的隐式支架。隐式脚手架采用启示，约束，提示和反馈，以框架和脚手架学生探索没有明确的指导，它是一个特别有用的设计框架，在科学和数学的交互式模拟。内隐支架的一个关键目的是支持一系列教育目标，包括影响，过程和内容。特别是，使用隐式脚手架创建的学习环境，是富有成效的内容学习，并能够同时支持情感目标的学生代理和所有权的学习过程中，目标可能不会被解决在更直接的学习环境。我们描述了该框架是如何应用在能源滑板公园的背景下：基础模拟，模拟旨在中学生学习能源概念。访谈数据提供了一个例子的过程中，隐式支架可以支持富有成效的学生探索与计算机模拟。虽然我们提出了这个框架内隐支架的计算机模拟的背景下，该框架可以扩展和适应适用于一系列的工具介导的学习环境。
英文摘要：
We build on theoretical foundations of tool-mediated learning, tool design, and human computer interaction to develop a framework for implicit scaffolding in learning environments. Implicit scaffolding employs affordances, constraints, cueing, and feedback in order to frame and scaffold student exploration without explicit guidance, and it is a particularly useful design framework for interactive simulations in science and mathematics. A key purpose of implicit scaffolding is to support a range of educational goals including affect, process, and content. In particular, the use of implicit scaffolding creates learning environments that are productive for content learning and are able to simultaneously support the affective goals of student agency and ownership over the learning process - goals that may not be addressed in more directed learning environments. We describe how the framework is applied in the context of the Energy Skate Park: Basics simulation, a simulation aimed at middle school student learning of energy concepts. Interview data provides an exemplar of the process by which implicit scaffolding can support productive student exploration with a computer simulation. While we present this framework for implicit scaffolding in the context of computer simulations, the framework can be extended and adapted to apply to a range of tool-mediated learning environments.
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