The Design Of Metacognitive Scaffolds For Promoting Collaborative Problem Solving In Elementary School Robotic Education

With the continuous deepening of the new curriculum reform,the educational value of robotic education in China's elementary and secondary schools has been initially recognized by the society,and robotic education will also become a new normal.Collaborative problem solving is the main form of learning activities in robotic education in elementary and secondary schools.However,in robotic education practice,teachers often pay more attention to the completion of students' tasks,while ignoring the process skills that students need to solve problems.The metacognitive scaffolds can provide support and guidance for students' collaborative problem-solving learning from the metacognitive level.Studies have shown that providing sufficient metacognitive scaffolds for collaborative problem solving can encourage students to participate in various adjustment processes,and effectively help students better complete collaborative tasks.However,what elements should the metacognitive scaffolds pay attention to when supporting students' collaborative problem-solving activities? How to apply metacognitive scaffolds in robotic education to promote students to solve problems collaboratively? These issues need to be further explored.By analyzing the problems in robotic education practice,this research constructed a metacognitive scaffolding intervention model for elementary school robotic education that promotes collaborative problem solving.Combined with specific robotics courses,the metacognitive scaffolds case design was carried out.Through practical application,the promotion effect of metacognitive scaffolding on students' collaborative problem-solving ability,process and results was tested..Based on literature review and classroom observations,this research summarizes the problems in the collaborative problem-solving activities of students in the elementary school robotic education,combining with the five design points of “constructing inferior structure problems,giving students initiative,determining non-evaluation positions,allowing students to interact spontaneously,and providing a certain amount of fun”,designs an elementary school robotic education activity process centered on collaborative problem solving.Based on the collaborative problem-solving framework of PISA 2015,the research determines the application timing and function form of the metacognitive scaffolds from the three aspects of meta-cognition planning,monitoring,and reflection,and constructs a robotic education metacognitive scaffolding intervention model that promotes collaborative problem solving.The empirical research part includes two aspects,one is the construction of assessment tools,and the other is the application of the metacognitive scaffolding intervention model.(1)Construction of assessment tools: the collaborative problem-solving assessment system adopted by this research is built on the basis of the PISA 2015 collaborative problem-solving framework.In the analysis,this research treats collaborative problem solving as a synthesis of three aspects(that is,process,ability,and result).Through specific analysis of these three aspects,the research explores the effect of metacognitive scaffolds on students' collaborative problem solving in elementary school robotic education.(2)Empirical analysis: the independent variable of quasi-experimental research is whether to provide a metacognitive scaffold,and the dependent variable is the effectiveness of students' collaborative problem solving.Based on the metacognitive scaffolding intervention model and the key points of robotic education design,this research selects three projects,“Walking the Eight Characters”,“Panda Maze”,and “Autonomous Driving”,to design students' collaborative problem-solving tasks and specific metacognitive scaffolds,using questionnaire surveys,classroom observations and other methods to analyze the impact of metacognitive scaffolds on student collaborative problem solving.At the same time,provide suggestions for modifying and improving the metacognitive scaffolds through interviews with teacher and students.Finally,this research has reached the following conclusions through analysis:(1)Metacognitive scaffolds can effectively promote the improvement of learners' multi-dimensional collaborative problem-solving ability,but may inhibit the development of learners' ability to “take action” to a certain extent;(2)The metacognitive scaffolds help to promote students' participation in collaborative problem-solving activities,to provide support for the reasonable division of labor,to avoid the zero participation of students to a certain extent,thereby improve the degree of participation and the quality of participation of students;(3)The metacognitive scaffolds help to optimize students' regulatory learning behaviors.By guiding students to choose,arrange,adjust and use various resources,students can better carry out collaborative problem-solving,and effectively improve students' collaborative problem-solving effects.