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| Dr. Rod D. Roscoe Postdoctoral Researcher University of Memphis, Department of Psychology, Institute for Intelligent Systems rdroscoe (at) memphis (dot) edu |
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Biography Ph.D. in Cognitive Psychology, University of Pittsburgh (2007) My research focuses on the cognitive processes of learning and the educational activities that most effectively facilitate these processes, such as teaching or tutoring a peer. Recent work considers how computer-based learning environments facilitate learning strategy acquisition and self-regulation. One system, Betty's Brain, focuses on supporting middle school science education with teachable agents. These are pedagogical agents that enable learning-by-teaching by simulating an interactive peer that "learns" based on student inputs. Most recently, I am collaborating to develop Writing-Pal, which combines strategy training, guided practice, vicarious learning, and games to support comprehensive writing strategy development for high school students. Roscoe, R. D. & Chi, M. (2008). Tutor learning: The role of instructional explaining and responding to questions. Instructional Science, 36, 321-350. Roscoe, R. & Chi, M. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions. Review of Educational Research, 77(4), 534-574. Chi, M., Roscoe, R., Slotta, J., & Roy, M. (submitted). Domain-general qualitative understanding of emergence transfers to learning of specific science concepts. Journal of the Learning Sciences. Chi, M. T. H. & Roscoe, R. (2002). The processes and challenges of conceptual change. In M. Limon and L. Mason (Eds.) Reconsidering conceptual change: Issues in theory and practice. Kluwer Academic Publishers, The Netherlands. |