NSF Org:	DRL Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient:	NORTHWESTERN UNIVERSITY
Initial Amendment Date:	September 17, 1997
Latest Amendment Date:	November 8, 2001
Award Number:	9720377
Award Instrument:	Standard Grant
Program Manager:	Lee Zia lzia@nsf.gov  (703)292-5140 DRL  Division of Research on Learning in Formal and Informal Settings (DRL) EDU  Directorate for STEM Education
Start Date:	October 1, 1997
End Date:	September 30, 2002 (Estimated)
Total Intended Award Amount:	$950,395.00
Total Awarded Amount to Date:	$950,395.00
Funds Obligated to Date:	FY 1997 = $950,395.00
History of Investigator:	Brian Reiser (Principal Investigator) reiser@northwestern.edu Louis Gomez (Co-Principal Investigator) Daniel Edelson (Co-Principal Investigator)
Recipient Sponsored Research Office:	Northwestern University 633 CLARK ST EVANSTON IL  US  60208-0001 (312)503-7955
Sponsor Congressional District:	09
Primary Place of Performance:	Northwestern University 633 CLARK ST EVANSTON IL  US  60208-0001
Primary Place of Performance Congressional District:	09
Unique Entity Identifier (UEI):	EXZVPWZBLUE8
Parent UEI:
NSF Program(s):	CISE RESEARCH INFRASTRUCTURE, LEARNING & INTELLIGENT SYSTEMS
Primary Program Source:	app-0197  app-0497
Program Reference Code(s):	0000, OTHR
Program Element Code(s):	288500, 888800
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.076

ABSTRACT

9720377 Reiser In this 36 month project, the PIs develop an Instructional model of reflective inquiry, including a description of the cognitive strategies that comprise reflective activity in scientific inquire and principles for their instruction. The project also develops software and curriculum that will enable the investigation and evaluation of this instructional model in real-world classrooms. The instructional model accounts for the following elements: cognitive strategies for reflection, strategic timing and initiation of strategy use, and beliefs that support reflection. It provides a framework for designing supports for reflection through social structures, tools, and artifacts. The model is used to guide the design of an inquiry-support environment called the Progress Portfolio, which will work in conjunction with third-party investigation software. The Progress Portfolio provides support for reflection by giving students mechanisms for turning their work products and processes into explicit objects for reflection. Ongoing empirical studies with the software and curriculum will lead to improvements in the design of the software and curriculum and refinement of the instructional model.

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