Exploring Interactive Learning for the Era of Climate Change
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.参考
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