通过元认知技能训练培养儿童好奇心的互动环境：一项初步研究
Interactive environments for training children's curiosity through the practice of metacognitive skills: a pilot study
AI总结：
本研究提出一个8次研讨会，通过训练元认知技能提升儿童好奇心，初步实验表明对元认知效率和提问行为有积极影响。
摘要：
好奇心驱动的学习已显示出对学生学习体验和成果的显著积极影响。然而，尽管其重要性，报告显示儿童缺乏这种技能，尤其是在正式教育环境中。为应对这一挑战，我们提出了一个为期8次的研讨会，旨在通过训练一组我们假设参与好奇心过程的特定元认知技能来增强儿童的好奇心。我们的研讨会包含展示关于好奇心及所述元认知技能的陈述性知识的动画视频，以及实践环节，让儿童在阅读理解任务中应用这些技能，使用为此研究设计的网络平台（例如，表达不确定性、提出问题等）。我们与15名年龄在8至10岁之间的小学生进行了初步研究。我们的初步结果显示，对儿童的元认知效率及其通过提问行为表达好奇心的能力产生了积极影响。
英文摘要：
Curiosity-driven learning has shown significant positive effects on students' learning experiences and outcomes. But despite this importance, reports show that children lack this skill, especially in formal educational settings. To address this challenge, we propose an 8-session workshop that aims to enhance children's curiosity through training a set of specific metacognitive skills we hypothesize are involved in its process. Our workshop contains animated videos presenting declarative knowledge about curiosity and the said metacognitive skills as well as practice sessions to apply these skills during a reading-comprehension task, using a web platform designed for this study (e.g. expressing uncertainty, formulating questions, etc). We conduct a pilot study with 15 primary school students, aged between 8 and 10. Our first results show a positive impact on children's metacognitive efficiency and their ability to express their curiosity through question-asking behaviors.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
