Critical Thinking Environments for Science Education

Authors:
Beverly Park Woolf;Tom Murray;David Marshall;Toby Dragon;Kevin Kohler;Matt Mattingly;Merle Bruno;Dan Murray;Jim Sammons
Affiliations:
Department of Computer Science, University of Massachusetts, Amherst, MA;Department of Computer Science, University of Massachusetts, Amherst, MA;Department of Computer Science, University of Massachusetts, Amherst, MA;Department of Computer Science, University of Massachusetts, Amherst, MA;Department of Computer Science, University of Massachusetts, Amherst, MA;Department of Computer Science, University of Massachusetts, Amherst, MA;School of Natural Science, Hampshire College, Amherst, MA;Department of Geology, University of Rhode Island, R.I.;Department of Geology, University of Rhode Island, R.I.
Venue:
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Year:
2005

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Abstract

We have developed a range of critical thinking environments for science education that span several academic content areas, including human biology, geology and forestry. All environments share a methodology, infrastructure and sets of assumptions and tools, which allows them to leverage from the accomplishments and intuitions of the others. These tutors support a student on the Web to be active and engaged, track that student's critical thinking and reason about her knowledge and its own teaching strategies. An Inquiry Notebook provides a way to sort, filter and categorize data and justifications and an Argument Editor supports argument formation. Students drag and drop evidence to support or refute each argument. A Coach provides helpful feedback guided by a database of expert rules, which create the basis for the content-specific analysis of the student's argument.