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| Rod D. Roscoe Research Associate Department of Electrical Engineering and Computer Science, Institute for Software Integrated Systems |
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| Office: | 314 Featheringill Hall | |
| Lab: | Teachable Agents Group | |
| Address: | Institute for Software Integrated Systems Vanderbilt University Box 1829, Station B Nashville, TN 37235 |
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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. Recent work has examined the efficacy of generating explanations and monitoring one's own learning progress, and how student motivation interacts with these factors. Current work applies these principles and analyses to peer tutoring, in which students teach and learn from each other. Specifically, I seek to understand how it is that students sometimes show strong learning gains when they teach their peers or younger students. My dissertation examined how strategy awareness, prior knowledge, metacognitive monitoring, and motivation affected tutors' engagement in productive learning-by-teaching behaviors. 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. |