Expansion of "How People Learn" Metrics in Engineering Classrooms

工程课堂中“人们如何学习”指标的扩展

• 批准号: 0648380
• 负责人: Monica Cox
• 金额: --
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-03-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0648380&HistoricalAwards=false
• 关键词: Expansion; How; People; Learn; Metrics

The focus of this engineering education research project is to develop and to pilot the Observations of Pedagogy in Educational Environments (OPEE) instrument, a direct observation instrument that collects real-time data about the implementation of "How People Learn" (HPL) framework principles within observed engineering courses. The PIs will develop the OPEE instrument from portions of VaNTH Observation System. The OPEE will be used to record and quantify the frequency and sequence of classroom activities that incorporate dimensions of the HPL framework within engineering classrooms. The PIs plan to collect data from graduate teaching assistants (GTAs) teaching in innovative first-year laboratories at Purdue University. The study will use an HPL Index to give observed GTAs feedback on the observed instances of traditional (nonHPL) pedagogy, HPL-oriented pedagogy, and classroom organization that are present within their laboratories. Qualitative questions related to the GTAs' ease in implementing open-ended problems called model-eliciting activities (MEAs), barriers or constraints within laboratories, GTAs' comfort with implementing HPL framework principles, and GTAs' intentions to use HPL principles in the future will be asked as well. Such quantitative and qualitative feedback is needed since GTAs who receive training, mentoring, and feedback from faculty about their teaching have been found to demonstrate higher self-esteem in their teaching abilities and have been reported to provide higher quality instruction within undergraduate courses.The PIs anticipate that undergraduate students who are taught by OPEE-observed GTAs will have higher levels of learning as demonstrated from their laboratory grades and their individual and team solutions to open-ended laboratory problems than undergraduate students within who are taught by GTAs that receive no formal feedback about their teaching. In addition, they anticipate that GTAs who receive HPL-based formative feedback about teaching during the semester are more likely to demonstrate the traits of "expert teachers" as seen by their integration of both pedagogical and engineering content knowledge versus GTAs who receive no formative feedback.

该工程教育研究项目的重点是开发和试点教育环境中的教育学观察（OPEE）工具，这是一种直接观察工具，可以收集有关“人们如何学习”（HPL）框架原则在观察工程课程中的实施情况的实时数据。pi将从VaNTH观测系统的部分开发OPEE仪器。OPEE将用于记录和量化课堂活动的频率和顺序，这些活动结合了工程教室中HPL框架的维度。pi计划从普渡大学创新一年级实验室的研究生助教（gta）那里收集数据。该研究将使用HPL指数对观察到的传统（非HPL）教学法、HPL导向教学法和实验室中存在的课堂组织实例给予观察到的gta反馈。还将询问与gta在实施称为模型引出活动（MEAs）的开放式问题时的便利性、实验室中的障碍或约束、gta在实施HPL框架原则时的舒适度以及gta在未来使用HPL原则的意图有关的定性问题。这种定量和定性的反馈是必要的，因为从教师那里接受培训、指导和反馈的助教对自己的教学能力表现出更高的自尊，据报道，他们在本科课程中提供了更高质量的教学。PIs预计，由opee观察的gta教授的本科生将有更高的学习水平，从他们的实验室成绩和他们对开放式实验室问题的个人和团队解决方案来看，比由没有收到正式教学反馈的gta教授的本科生有更高的学习水平。此外，他们预计，在学期中接受基于hpl的教学形成性反馈的gta比没有接受形成性反馈的gta更有可能表现出“专家教师”的特征，这可以从他们对教学和工程内容知识的整合中看出。