ITEST Research Project: Assessing the Efficacy of Cognitive Training on the Mathematics and Science Performance of Minority Students

ITEST 研究项目：评估认知训练对少数民族学生数学和科学表现的功效

• 批准号: 0929779
• 负责人: Oliver Hill
• 金额: $ 98.97万
• 依托单位: Virginia State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0929779&HistoricalAwards=false
• 关键词: ITEST; Research; Project; Assessing; Efficacy

This three year study will support a partnership between Virginia State University, Virginia Commonwealth University and two local school districts in central Virginia to help improve STEM education for underrepresented students. The main goals are to: (1) indirectly develop STEM higher-order cognitive skills in students using programming language and problem-solving skills in the context of video games; (2) directly training STEM-related basic-level cognitive skills (e.g., working memory, processing speed, attention) to enhance the underlying cognitive architecture in students using the methodology developed by LearningRx, Inc. and delivered online; and (3) assessing the impact of these interventions through psychometric tests of change in attitudes and cognitive abilities of the participants, looking at improvements in performance on school-based standardized tests of mathematics, and science abilities, and monitoring cortical changes in students using fMRIs. The study builds on work conducted through NSF-0714874 (and NSF-0624615 through HBCU-UP in HRD,where the PIs worked with 400 middle and high school students in a pilot study that focused on cognitive factors in STEM functioning. Through this proposed project participating students will be provided 28 weeks of instruction in two-hour increments for a total of 56 hours in an after school setting. This study is the next step in an attempt to gather more evidence to determine if results from the pilot study are valid. It will assess the impact of these interventions at two critical developmental periods--the 6th and 9th grades. The target audience for this project is 240 underrepresented students (120 at each grade level). The project will be based on successful strategies such as dyadic peer relationships; age-appropriate programming languages such as Python, Scratch, and Small Basics; and emphasis on explanation and metacognition. It will link cognitive training, programming instruction, brain imaging, and socialization and will develop pedagogical modules to help build the capacity of underrepresented students (and teachers) in STEM coursework. It appears that the leadership, plan, experience, resources, and implementation strategies are all in place to successfully conduct this study.This research will strengthen the cognitive skills of underrepresented students and help them perform better in STEM courses and/or elect to choose careers in STEM areas. To that end, this project will likely advance knowledge in the field since few studies of this nature currently exist. The proposed model developed through this study could be widely adaptable and easily dissemination to schools and other institutions that support STEM education. To ensure that the research proceeds successfully, extensive recruiting of parents and students will be conducted. Further, incentives will be provided for both students and parents. An interdisciplinary approach will be used for this work that includes scientists, mathematicians, and other appropriate experts as collaborators or advisors from the departments of psychology, biology, engineering, and computer science from Virginia State University and the Department of Radiology at Virginia Commonwealth University as collaborators in this research. Key district leaders fully support this project. The project has a well-defined methodological approach and a strong evaluation plan. It meets the criteria for emerging research, which is by nature uncertain, so this high-risk/high-gain proposal could be transformative should the results identify cognitive skills required for underrepresented students to do well in STEM fields.

这项为期三年的研究将支持弗吉尼亚州立大学，弗吉尼亚联邦大学和弗吉尼亚州中部的两个当地学区之间的合作伙伴关系，以帮助改善代表性不足的学生的STEM教育。 主要目标是：（1）间接培养学生使用编程语言的STEM高阶认知技能和在电子游戏背景下解决问题的技能;（2）直接训练STEM相关的基础认知技能（例如，工作记忆、处理速度、注意力），以使用由LearningRx，Inc.并在线交付;（3）通过对参与者的态度和认知能力变化的心理测量测试，观察数学和科学能力的校本标准化考试成绩的改善，并使用功能磁共振成像监测学生的皮层变化，评估这些干预措施的影响。 该研究建立在通过NSF-0714874（和NSF-0624615通过HBCU-UP在HRD中进行的工作的基础上，其中PI与400名初中和高中学生进行了一项试点研究，重点是STEM功能中的认知因素。 通过这个拟议的项目，参与学生将获得28周的教学，每两小时增加一次，总共56小时的课后教学。 这项研究是试图收集更多证据以确定试点研究结果是否有效的下一步。 它将评估这些干预措施在两个关键的发展时期-六年级和九年级-的影响。 该项目的目标受众是240名代表性不足的学生（每个年级120名）。 该项目将基于成功的策略，如二元对等关系;适合年龄的编程语言，如Python，Scratch和Small Basics;并强调解释和元认知。 它将把认知培训、编程教学、大脑成像和社会化联系起来，并将开发教学模块，以帮助在STEM课程中代表性不足的学生（和教师）建立能力。看来，领导，计划，经验，资源和实施策略都到位，成功地进行这项研究。这项研究将加强代表性不足的学生的认知技能，并帮助他们在STEM课程中表现得更好和/或选择在STEM领域的职业。 为此，该项目可能会推进该领域的知识，因为目前这种性质的研究很少。 通过这项研究开发的拟议模型可以广泛适用，并容易传播到支持STEM教育的学校和其他机构。 为确保研究顺利进行，将广泛招募家长和学生。 此外，还将为学生和家长提供奖励。这项工作将采用跨学科方法，其中包括科学家，数学家和其他适当的专家作为合作者或顾问，来自弗吉尼亚州立大学的心理学，生物学，工程学和计算机科学系以及弗吉尼亚联邦大学的放射学系作为本研究的合作者。 区领导全力支持这一项目。该项目有明确的方法和有力的评价计划。它符合新兴研究的标准，而新兴研究本质上是不确定的，因此，如果研究结果确定了代表性不足的学生在STEM领域取得好成绩所需的认知技能，那么这种高风险/高收益的提议可能是变革性的。