Collaborative Research - Improving STEM Learning through Interactive RoboBooks

协作研究 - 通过交互式 RoboBooks 改善 STEM 学习

• 批准号: 0930896
• 负责人: Chris Rogers
• 金额: $ 15.32万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0930896&HistoricalAwards=false
• 关键词: Collaborative; Research; Improving; STEM; Learning

The Improving STEM Learning Through Interactive RoboBooks is a collaborative project between Tufts University?s Center for Engineering Educational Outreach and the Center for Applied Special Technology, Inc. This project will develop RoboBooks, a novel interactive cyberenabled workspace for high school students with learning disabilities and/or behavioral/emotional disabilities that will improve their science understanding in chemistry and physics.Phase 1 will focus on preparing the RoboBook technology for the proposed research by embedding supports and scaffolds into the tool with the goal of improving the science learning experience for students with disabilities. Expertise and assets created in an NSF-funded collaborative research project (DRL-0730260) in which CAST, EDC and the University of Michigan are developing UDL approaches to science curricula for middle and high school students will be leveraged for this project. They are 1) developing an open source UDL Inquiry Science System that enables science curricula to be transformed into digitally supported versions that incorporate UDL features, 2) creating guidelines for designing UDL science materials, and 3) developing four UDL exemplars of chemistry and biology units from tested instructional materials and evaluating the benefits of these exemplars for middle and high school students with and without learning disabilities. In addition to preparing the technologies with embedded supports and scaffolds, the development of precise curricular units in physics and chemistry will take place during this phase of the project. A small cohort of teachers from Fenway High School and Boston Arts Academy will be incorporated into the project to advice in the design of the specific supports as well as the curricular materials. These teachers, along with one additional teacher, will be trained in the summer of 2010 to implement RoboBooks in their science classrooms in Fall 2010. Two teachers from each participating school will work with the team in Phase 2.Phase 2 of the project focuses on collecting pilot data on the overall effectiveness of RoboBooks as designed for students with high incidence disabilities. This phase will involve two teachers each from Fenway High School and Boston Arts Academy. A pilot study will be conducted with four classrooms to measure impact of the books as well as learning (content and process) gains and engagement in science. The primary research questions driving the pilot study will be:1. How do students with high incidence disabilities use interactive RoboBooks in high school physics and chemistry classes?2. Which supports and scaffolds embedded in RoboBooks do students and teachers find useful?3. How does the use of the RoboBooks affect student engagement relative to content using more traditional resources?4. What are the student-level attitudinal benefits reasonably ascribable to using RoboBooks?5. What cognitive benefits can be ascribed to the use of the RoboBooks? How do different implementations affect learning outcomes? What contextual variables facilitate or impede student-level learning benefits?The pilot study will employ the following measures: student and Teacher questionnaires embedded in RoboBooks to obtain feedback on usability and content presentation; interviews with teachers and students facilitated by the project staff and the external evaluator to gather more qualitative feedback; and pre/post science assessments. In addition, classroom observations will be conducted to observe the practices of use students with disabilities engage in with RoboBooks. Davis Square Research Associates will conduct the formative and summative independent evaluation.

通过交互式机器人书籍改善STEM学习是塔夫茨大学和麻省理工学院的一个合作项目。美国工程教育推广中心和应用特殊技术中心。 该项目将开发RoboBooks，一种新型的交互式网络化工作空间，为有学习障碍和/或行为/情感障碍的高中生提供帮助，以提高他们对化学和物理的科学理解。第一阶段将专注于为拟议研究准备RoboBook技术，通过在工具中嵌入支持和支架，以改善残疾学生的科学学习体验。在NSF资助的合作研究项目（DRL-0730260）中创建的专业知识和资产，其中CAST，EDC和密歇根大学正在为初中和高中学生开发科学课程的UDL方法，将被用于该项目。他们是1）开发一个开源的UDL探究科学系统，使科学课程能够转换成数字支持的版本，纳入UDL功能，2）创建设计UDL科学材料的指导方针，和3）从测试的教学材料中开发四个化学和生物单元的UDL范例，并评估这些范例对中学和高中学生学习和不学习的好处残疾。除了准备嵌入式支架和脚手架的技术外，还将在项目的这一阶段开发精确的物理和化学课程单元。来自芬威高中和波士顿艺术学院的一小批教师将被纳入该项目，以建议在设计的具体支持以及课程材料。这些教师，沿着还有一名教师，将在2010年夏天接受培训，以便在2010年秋季在他们的科学教室里实施RoboBooks。在第二阶段，每所参与学校的两名教师将与团队合作。第二阶段的项目重点是收集试验数据，以了解为残疾高发学生设计的RoboBooks的整体成效。这一阶段将涉及两名教师分别来自芬威高中和波士顿艺术学院。将在四个教室进行试点研究，以衡量书籍的影响以及学习（内容和过程）的收益和参与科学。推动试点研究的主要研究问题将是：1。残疾高发学生如何在高中物理和化学课上使用交互式RoboBooks？2.学生和教师认为RoboBooks中嵌入的哪些支撑和支架有用？3.相对于使用传统资源的内容，使用RoboBooks如何影响学生的参与度？4.什么是合理归因于使用RoboBooks的学生水平的态度好处？5.使用RoboBooks可以带来哪些认知方面的好处？ 不同的实施方式如何影响学习成果？ 哪些情境变量促进或阻碍学生层面的学习效益？试点研究将采用以下措施：在RoboBooks中嵌入学生和教师问卷，以获得对可用性和内容呈现的反馈;在项目工作人员和外部评估人员的协助下与教师和学生进行访谈，以收集更多的定性反馈;以及前/后科学评估。此外，还将进行课堂观察，以观察残疾学生使用RoboBooks的做法。 戴维斯广场研究协会将进行形成性和总结性的独立评估。