Undergraduate Science Course Innovations and Their Impact on Student Learning

本科科学课程创新及其对学生学习的影响

• 批准号: 0736423
• 负责人: Maria Araceli Ruiz-Primo
• 金额: --
• 依托单位: University of Colorado at Denver-Downtown Campus
• 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: 2007-04-01 至 2010-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0736423&HistoricalAwards=false
• 关键词: Undergraduate; Science; Course; Innovations; Their

This project examines published and non-published education research studies of instructional innovations and alternative approaches to teaching undergraduate science and will synthesize the results using statistical methods. The study would conduct a systematic examination of undergraduate science course innovations to determine: (1) The range of course innovations that are being implemented in undergraduate science courses; (2) How the features of innovations are aligned with cognitive science learning theory and principles of effective instruction; (3) How course innovation approaches are associated with differences in student learning gains within each specific discipline; and (4) what methods are found to be critical for the effective implementation of course innovations. The researchers will develop a theoretical framework on the basis of cognitive science research and effective learning environments of undergraduate science courses from projects that have an instructional strategy, refer to classrooms, and have reported results. They will conduct a document analysis of course innovations in science courses as discovered in published papers and unpublished documents such as the NSF website. A meta-analysis of the statistical data available in each paper would be conducted depending on the suitable number of studies identified. The broader impact of the study is in its contribution to researchers who would benefit from a systematic analysis of existing studies of undergraduate teaching practices and for educators who wish for advice on how to apply new methods of teaching. The study will produce two documents: (1) a framework for characterizing and evaluating innovations in undergraduate science courses, and (2) a statistical synthesis of the types of course transformations observed in the field, their effectiveness, and the design and implementation characteristics that are associated with their effectiveness. The project would produce published papers that will be submitted to journals in each disciplinary area and presented at professional society meetings.

本项目审查已出版和未出版的教育研究的教学创新和替代方法来教本科科学，并将综合使用统计方法的结果。 本研究将对本科理科课程改革进行系统的研究，以确定：（1）在本科理科课程中实施的课程改革的范围;（2）创新的特征如何与认知科学学习理论和有效教学原则相一致;（3）课程创新方法如何与每个特定学科内学生学习收益的差异相关联;（4）什么样的方法是有效实施课程改革的关键。 研究人员将在认知科学研究和本科科学课程的有效学习环境的基础上开发一个理论框架，这些课程来自具有教学策略的项目，参考教室，并报告了结果。 他们将对科学课程中的课程创新进行文件分析，这些创新是在已发表的论文和未发表的文件中发现的，如NSF网站。将根据确定的适当研究数量，对每篇论文中的统计数据进行荟萃分析。 这项研究的更广泛的影响在于它对研究人员的贡献，这些研究人员将受益于对本科教学实践现有研究的系统分析，并为希望就如何应用新的教学方法提供建议的教育工作者提供帮助。 该研究将产生两个文件：（1）表征和评估本科科学课程创新的框架，以及（2）在该领域观察到的课程转型类型的统计综合，其有效性，以及与其有效性相关的设计和实施特征。 该项目将产生已发表的论文，这些论文将提交给每个学科领域的期刊，并在专业协会会议上提出。